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Reading and Viewing

Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005 333

Reading and Viewing

Reading and Viewing

334 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

Students will be expected to demonstrate their comprehension of a variety of textsaccording to their needs and appropriate to the situation of communication.

Outcomes

KSCO: By the end of Grade 3,students will be expected to extractinformation, ideas, opinions, keyfeelings and the overall meaning from atext.

SCOs: By the end of Grade Two,students will be expected to:

6.1.1 derive a global sense fromthe illustrations and othervisual elements of a text

6.1.2 use actions, drawings, andother means todemonstratecomprehension of a textread

Suggestions for Teaching and Learning

To derive a global sense or meaning of an illustrated text, the readershould consider three questions about the author/illustrator: • De quoi parle-t-il ? This is the subject or theme of the text (une aventure, la

bonheur, les animaux de la ferme, la musique, etc.).• Qu'en dit-il ? What is the speaker saying about the subject? (il donne des

informations, il raconte une histoire, il dit qu’il est rare, important, etc.)• Pourquoi en parle-t-il ? What is the speaker's purpose? (pour émouvoir,

expliquer, convaincre, raconter, rappeller etc.).

Use these questions to model the global sense of a text, and encouragestudents to use the questions when reading.

Encourage students to skim or scan the visual elements of a text such asthe organizational supports, the graphic supports or print characteristics.Based on the illustrations, headings, subheadings, words or phrases inbold or in colour, what is the main idea of the text? Ask students toidentify the supporting ideas or some details from perusing the visualelements. A more detailed reading can serve to confirm or correct theseideas.

A mini-lesson is a short, focussed session of 5 - 10 minutes used to teachstrategies through demonstration, using a think aloud technique andreading in front of the students. The teacher provides modelling tostudents by sharing a written text, talking aloud about strategies used whilestudents observe. Mini-lessons are powerful teaching tools, as they offer acontext for students to observe efficient reading and strategies in action.Use mini- lessons to model and instruct students how to constructmeaning through illustrations and the other visual elements of a text.

Demonstrate how to use visual elements in order to: • predict• comprehend• confirm• obtain information

Ask questions to guide discussion such as: • Qu'est-ce qu'on voit ?• Qu'est-ce qui se passe dans l'image ?• Quel est le message représenté ?• Quels sont les sentiments qu'on peut voir ?• Pourquoi cette section est-elle encadrée ? Qu’indiquent les mots en caractères gras ?

Continued...

Reading and Viewing



Assessment and/or Instructional Strategies

6.1.1 ObservationObserve and record student behaviours and responses: • participation in talks and discussions about the visual elements in a

variety of texts • ability to gain meaning from illustrations and from other visual elements

of texts

ConferenceUsing an illustrated text in a conference setting, note student use of visualclues to help with meaning. Use Outil 23a, 23b and 23c of the Troussed’appréciation de rendement en lecture to guide questioning of students andanalysis of responses. • Do students use pictures, illustrations and other visual elements to

discuss texts?• Do they draw logical conclusions from illustrations and other visual or

organizational supports?• Do they get a global sense of a text or do they focus on isolated details?

Suggested Resources

Les éléments visuels, Appendix C

Représentations graphiques, Appendix B

Trousse d’appréciation de rendement enlecture, Maternelle - 3e année :Document d’appui 2002. Outils 23a.23b et 23c

De l'image à l'action (Chenelière,ISBN 2-89461-806-9)

First Septs Reading Resource Book(Heinemann), Story Maps.

A variety of children’s literatureand other visual and print texts including environmental print;the following are suggestions:• Théo et Raphaël (Collection En

tête, ERPI)• Collection Alpha-jeunes, Collection

Alpha-monde et Collection Enavant (Scholastic)

• Collection Domino (Chenelière)• Collection GB+ et Collection Alizé

(Beauchemin)• Collection Je lis, tu lis (Duval)• Collection LogiMots (Scholastic)• Les meilleurs contes de Pomme

d'Api , Tome 1 (Bayard, ISBN 2-747-016668)

• Hérisson et Ourson : Contes de laforêt profonde (Bayard, ISBN2-227-70140-4)

• Daniel et ses dinosaures,(Scholastic, ISBN 0590705377)


Reading and Viewing


Outcomes

KSCO: By the end of Grade 3,students will be expected to extractinformation, ideas, opinions, keyfeelings and the overall meaning from atext.


6.1.1 derive a global sense fromthe illustrations and othervisual elements of a text

6.1.2 use actions, drawings, andother means todemonstratecomprehension of a textread

Suggestions for Teaching and Learning (Continued)

Encourage students to reflect on and respond to reading and viewing atext to extend or show their comprehension.

• Engage students in activities such as mime, drama, story theatre, dance,to demonstrate their comprehension of a text.

• Encourage students to express meaning through representing activitiessuch as story maps, timelines, cartoons, painting, drawing, or sculpture.

• Teach students through modelling that they can use the illustrationsthroughout a reading to help them with their understanding of the text.

• When doing the theme les dinosaures, a story such as Daniel et ses dinosaures(Scholastic) can be used to ask comprehension questions. The visualclues help students follow the sequence of the storyline. Askingquestions while reading helps students confirm or readjust their thinkingaccording to what others are saying or commenting on.

• Encourage students to ask themselves questions during silent reading byproviding them with post-it notes or blank bookmarks on which theywrite questions during their reading. They can later check any questionsthat were answered in the subsequent text.

KSCO: By the end of Grade 3,students will be expected to extractinformation, ideas, opinions, keyfeelings and overall meaning from atext.


6.1.3 identify the literaryelements and other detailsof a print text

6.1.4 a) read and follow simpledirections, instructions

b) read and follow multi-step directions,instructions

6.1.5 find, select and organizefacts from aninformational text

Students should be made aware of the basic literary elements of any textread in class. Encourage students to identify the plot, the setting, thecharacters, the details, and other literary elements, using seen and unseentexts. Unseen texts should be based on familiar subjects and vocabulary.• Teach and model how to find literary elements such as:

les personnages Qui sont les personnages ?le cadre Où se passe l’histoire ? Quand ?l’intrigue Quels onst les trois principaux événements du texte ?le conflit Quels est le problème dans le texte ?la résolution Quelle est la résolution du problème ?

• Have students use graphic organizers to identify literary elements, e.g.story maps, timelines, une roue du réçit, un tableau séquentiel.

Students should become familiar with procedural texts and the vocabularywhich is indicative of procedures. Teach and model how to read andfollow directions. Discuss key words and format used for les textes incitatifset les textes directifs : procedural or instructional texts (How to...). Focus onwords such as premièrement, deuxièment, ensuite, suivez les étapes, la première étape.Draw students’ attention to titles and subtitles, to numbered sequences, tolists of required materials, as well as to other organizational features of thetexts. Expose students to variety of types of texts including:

• les marches à suivre • les recettes• les expériences de science • les directives de jeux• les procédures mathématiques

Continued...

Reading and Viewing




6.1.2 Observation• Observe student ability to convey meaning by engaging in actions or

producing drawings that demonstrate comprehension of text.• Collect dated copies of illustrations or of a story map in order to evaluate

comprehension of a text.

PerformanceHave students work in small groups to prepare a short skit/role play todemonstrate their comprehension of a text.

Pencil/Paper• Have students use a graphic organizer (see Appendix B or La trousse

d’appréciation de rendement en lecture) to illustrate a text or to identify themain ideas or main events.

• Have students illustrate the main points of a text or the beginning,middle and end of a story.

6.1.3 ObservationObserve student ability to: • locate literary elements of a story• isolate other details• complete a graphic organizer such as a story map, une roue du récit, etc..

Suggested Resources



Trousse d’appréciation de rendement enlecture, Maternelle - 3e année :Document d’appui 2002. Outils 23a.23b et 23c

De l'image à l'action (Chenelière,ISBN 2-89461-806-9)

First Septs Reading Resource Book,Story Maps.

A variety of children’s literatureand other visual and print texts including environmental print;the following are suggestions:• Théo et Raphaël (Collection En

tête, ERPI)• Collection Alpha-jeunes, Collection

Alpha-monde et Collection Enavant (Scholastic)

• Collection Domino (Chenelière)• Collection GB+ et Collection Alizé

(Beauchemin)• Collection Je lis, tu lis (Duval)• Collection LogiMots (Scholastic)• Les meilleurs contes de Pomme

d'Api, Tome 1 (Bayard, ISBN 2-747-016668)

• Hérisson et Ourson : Contes de laforêt profonde (Bayard, ISBN2-227-70140-4)

• Daniel et ses dinosaures,(Scholastic, ISBN 0590705377)


Reading and Viewing


Outcomes



6.1.4 a) read and follow simpledirections, instructions

b) read and follow multi-step directions,instructions

6.1.5 find, select and organizefacts from aninformational text

Suggestions for Teaching and Learning (Continued) • Engage students in a whole class procedural activity, where something is

built (e.g. a model), made (e.g. muffins) or created (e.g. plantingsunflower seeds). The directions would be written on chart paper. Theclass would revisit the steps involved periodically during the activity toensure that all steps are followed as directed. Upon completion of thetask, ask the students to recall in order (orally and/or in writing) theprocedure that was followed to achieve the desired product.

• Compare and discuss the way directions are given in different textbooks, in different subject areas. How are they similar? How are theydifferent? How do recipes compare to arts and crafts directions?

• In pairs or small groups, have students write and illustrate directions formaking or doing something, following a common framework or format.Have other students then follow the directions to complete the activity.

Create opportunities for students to interact with a wide variety of non-fiction texts: documentaires, articles de revue, reportages, récits, lettres, publicités,exposés. Focus on les éléments visuels such as organizational and print featuresand the supporting graphics. Teach students the role of the table ofcontents, index, glossary, bold print, headings and sub-headings, tables,charts, boxes, frames, sidebars, inserts, arrows, numbers, letters.

Use a “think aloud” technique to model skimming and scanning and otherreading strategies appropriate for informational text. Build studentconfidence with nonfiction resources through frequent exposure toinformational texts in the various subject areas. It is important forstudents to realize that informational texts are not read in the same way asfictional narratives and that very often, we read nonfiction in order to findparticular information, to answer questions, or for general interest. We donot necessarily even need to read a complete text in order to locate theinformation needed.

Participation in whole-group research projects (formal and informal) willhelp develop many of the skills necessary for working with informationaltexts.• Use questions, key words, headings and subheadings to guide selection

of facts appropriate to topic.• Use frameworks or graphic organizers to help organize information in

the form of jot notes.• Use a matrix or selected graphic organizer to help with paragraph

writing in the rough draft.• Use the rough draft to discuss content then progress to revising and

editing.• Complete the published copy.

It is important to realize that not all research projects progress to the finalstage of the writing process, nor are all research projects written projects.The process can lead to a variety of other representations such as posters,murals, models, dramatizations, drawing graphs and oral presentations.


Assessment and/or Instructional Strategies 6.1.4 ObservationObserve student ability to read

Reading and Viewing


and follow directions:• Does the end product match instructions?• Do students work independently or do they rely on peers?• Do they require teacher assistance or prompts?• Do they follow steps in sequential order?

PerformanceAsk students to read and follow directions/instructions from a peer formaking or doing something.

6.1.5 ObservationUse observation and anecdotal records to note student ability to:• use la table des matières, l’index, other éléments visuels to assist in locating

information and identifying the main idea and supporting ideas• use a graphic organizer to organize jot notes• work independently

PerformanceProvide students with a familiar graphic organizer such as une matrice or uneconstellation. Have students locate and note information from a shortinformational text for each of several categories:

le koala

son apparence ses habitudes son alimentation

Suggested Resources

Les représentations graphiques,Appendix B

L’apprenti lecteur (Chenelière,ISBN 2-89461-587-6)

Histoire de lire (Chenelière, ISBN2-8946-1139-0)

La lecture : de la théorie à la pratique(Gaëtan Morin, ISBN2-89105-553-5)

Stratégies…Stratégies…Pour unelecture efficace au primaire (CEC,ISBN 2-7617-1904-2)

A variety of children’s literatureand other visual and print texts including magazines,documentaires, posters, arts andcrafts activity books, “Howto...” books, scienceexperiments, recipes,instructional texts; the followingare suggested:• Cabanes d'oiseaux (Scholastic,

ISBN 0-439-9581-3 -X)• Colle, papier, ciseaux !

(Scholastic, ISBN 0-439-97529-8)

• Collection Artisanat (Scholastic)

Reading and Viewing



Outcomes


SCOs: By the end of GradeTwo, students will be expectedto:

6.1.6 make inferences

KSCO: By the end of Grade 3,students will be expected to react in apersonal way to simple texts citingexamples to justify this reaction.


6.2.1 choose to read and view avariety of genres andtypes of children’s textsfor enjoyment andlearning


When reading and viewing various texts with students, it is necessary tofocus on questions which require students to make inferences.

• Model and teach how to use explicit and implicit information to arrive ata conclusion. During a reading of a story or other text, ask questionswhich encourage the students to move beyond recall such as:• Quel est le lieu de l’histoire ? Quels indices nous aident à le savoir ?• Pourquoi est-ce que... Comment le sais-tu ?• Comment est-ce que l’histoire serait différente si ... ?• Pourquoi penses-tu que ce personnage a agi comme cela ?

• After reading a text, ask students literal questions that can be answereddirectly from the text (les questions littérales : the author said it), as well asquestions that require students to make inferences from informationprovided in the text (les questions lire et réfléchir, the author meant it, but didnot say it).

• Use a variety of types of questions to encourage students not only torecall information (lire sur les lignes), but also to make inferences (lire entreles lignes).

• Use the Question matrix to formulate questions following interactionwith a text. The Q-matrix enables a range of questioning, from literal tocritical inquiry. It includes question starters which can be applied to atext. The questions are arranged on various levels, from basic recall tomore in-depth synthesis and analysis.

Teachers need to provide students with a wealth of texts for reading andviewing texts, in the various subject areas (e.g. social studies, science,religion, math) and contexts (shared reading, buddy reading, silent reading,home reading, etc). Expose students to the various types of children’sliterature and texts, including fairy tales, plays, poems, mystery stories,songs, rhymes, letters, magazines, picture books, catalogues, dictionaries.Refer to Appendix B for a complete list of genres.• Have students record the title, author, illustrator and genre of books they

read in a reading journal: J’aime lire, Mon carnet de route or Mes lectures.• Organize books in the classroom library by genre and type. Label the

various categories.Encourage students to make personal connections to texts they read. Ingrade two, children need considerable practice and modelling with relatingto a text before they are expected to do so independently. Provision of aframework for student responses can be helpful at this level.Ce livre est au sujet de ... J’étais surpris quand ...

J’ai aimé quand ... J’aimerais partager ce text parce que ...

Je pense que le personnage __ (nom) est __(méchant, gentil) parce que

Ce texte me fait penser à quand ...

J’ai appris que ... Ce livre me fait penser à un autre livre ...

J’aurais aimé en savoir plus sur ... Ce texte me rend ... (triste, heureux) parce que ...

Continued ...

Students will be expected to demonstrate their comprehension of a variety of texts

Reading and Viewing


according to their needs and appropriate to the situation of communication.


6.1.6 ObservationUse observation and anecdotal records to note student ability to: • make logical inferences • refer to text to support answers• expand beyond the text

Pencil/paperAsk students to respond to questions of varying levels. Refer to the Tableaude questions par objectifs du domaine cognitif (Appendix B) for sample questions.Evaluate student responses by using the reading rubric in Appendix C.

Suggested Resources

Bloom’s Taxonomy and Tableau dequestions par objectifs du domainecognitif, Appendix B

Q-Matrix, Appendix B

Rubric for Reading Evaluation,Appendix C


Feuilles de planification pour un texteécrit : Projet de recherche, Appendix D

English Language Arts: PrimaryCurriculum Guide (1999).Government of Newfoundlandand Labrador. The Role ofInformation Literacy, p. 241

First Steps: Writing Resource Book(Heinemann), Frameworks forWriting Reports

First Steps: Reading Resource Book(Heinemann), ReadingComprehension

A variety of informational textsincluding magazines, books,booklets, posters, and brochures;the following are suggested:• Le koala (Bayard Jeunesse, ISBN

2-227-73711-5)• Les ours (Banjo, ISBN 2-8957

9-007-8)• La forêt (Banjo, ISBN 2-8957

9-012-4)• L'ours blanc, seigneur de la banquise

(Coll. Mini Patte, Milan, ISBN2-7459-0285-7)

• L'ours blanc (Michel Quintin,ISBN 2-89435-055-4)

• Savais-tu ? Les méduses (MichelQuintin, ISBN 2-89435-273 -5)

• Les animaux nocturnes (ÉditionsUsborne, ISBN 0-7460-4993 -5)

• Allons à la cabane à sucre (Scholastic, ISBN 0779114124)


Outcomes KSCO: By the end of Grade 3, students will be expected to react in a personal way tosimple texts citing examples to justify this reaction.

Reading and Viewing



6.2.1 choose to read and view avariety of genres and typesof children’s texts forenjoyment and learning

6.2.2 relate texts to personalfeelings, experiences andopinions, citing examples

6.2.3 formulate and askquestions about texts

6.2.4 compare texts read orviewed and shareinterpretation with peers


Teach and model how students can relate texts to personal feelingsthrough discussions, illustrations and response journals.• Encourage students to support their responses with details and

examples. J’ai aimé cette histoire, parce que elle me fait penser à quand j’ai choisimon chien. J’ai demandé à mes parents et ils ont dit que je peux avoir un petit chien.On est allé au S.P.C.A. et j’ai trouvé Cuddles. Elle est ma meilleure amie.

• Provide opportunities for students to respond personally to texts inliterature circles, response journals and other representations, wherethey reflect on questions such as how they felt about the text, what itreminded them of, what part they liked best.

Model and teach how to use both explicit and implicit information toarrive at a conclusion. Encourage students to predict, test, confirm, rejectand correct as they make meaning from print.• Model effective questioning to encourage students to use their prior

knowledge and experiences to make or confirm meaning. Studentsshould pose similar questions to make them think and reflect before,during and after viewing or reading at text. For example, Did that makesense? Why did the dog stand on its head? My dog can’t do that.

• Encourage critical thinking by having students ask questions about thetext. Pourquoi est-ce qu’il y a un chapeau rouge dans l’image et le texte dit « lemonsieur au chapeau jaune » ? Have students use the Q-matrix to formulatequestions following interactions with a text. The Q-matrix enables arange of questioning, from literal to critical inquiry. It includes questionstarters which can be applied to a text. The questions are arranged onvarious levels. Modelling and discussion of the matrix are important.

Teach and model how to compare two or more texts (print or non-print).Provide students with the opportunity to choose books and makecomparisons in their journals during silent/independent reading.Encourage the sharing of interpretations with partners or in small groups. • Provide opportunities for students to respond personally to texts in

literature circles, response journals, or through other representationswhere they reflect on questions such as:• Comment est-ce que les textes te font sentir ? Aimes-tu le style de l’auteur ?• À quoi ou à qui est-ce que les textes te font penser ?• Est-ce que ce texte te fait penser à un autre texte ?• Comment ces deux textes sont-ils similaires ? Comment sont-ils différents ?

Continued...

Reading and Viewing




6.2.1 ObservationObserve student reading behaviours and examine student reading journals; note the following: • Are students reading a variety of children’s literature and other texts?• Do students read independently? • Do students choose to read during free time?• Do students show enjoyment of children’s literature and other visual and

print texts?

ConferenceChoose one or two students a day and discuss with them their readingbehaviours such as what types of books they enjoy reading, why they chosetheir current book and what they like about it. The Trousse d’appréciation derendement en lecture contains a number of questionnaires which can beadapted for use.

Self-EvaluationHave students use Grille / Questionnaire 4a of the Trousse d’appréciation derendement en lecture as a self-evaluation of reading likes and dislikes.

6.2.2 Pencil and PaperAnalyse student response journals and other representations and note ifstudents:• connect with what they read and relate it to personal experiences.• express personal opinions about texts, authors and illustrators.

ConferenceSelect a text with the student. After reading the text, discuss with thestudent their response to the text. Does the student relate the text to theirown experiences, feelings and opinions?

ObservationObserve and note student questions, critical thinking and observationsabout texts.• Note student reactions to different texts, based on personal experience.• Observe whether students participate in questioning in small groups.

6.2.1 & 6.2.3 Self-EvaluationHave students consider the following:

Quand je lis, je ... toujours / parfois /jamais

pense à mes expériences.

me pose des questions en lisant.

me demande si je suis d’accord avec l’auteur.

Suggested Resources

Question Matrix, Appendix B

Les genres et types de textes, AppendixB

Trousse d’appréciation de rendement enlecture : Immersion française, Maternelle -3e année. Document d’appui 2002.Outils 2, 4a, 4b, 5a, 5b, 5c

English Language Arts: PrimaryCurriculum Guide (1999).Government of Newfoundland andLabrador

A collection of children’s literatureand other visual and print texts.The following titles and collectionsare suggested:• Théo et Raphaël (Collection En

tête, ERPI)• Recueil de lecture 1re, 2e, 3e (CFORP,

ISBN 2-894429-18 -5)• Collection GB+, Collection Alizé,

Collection Maths et mots et CollectionZap Sciences (Beauchemin)

• Collection Alpha-jeunes, CollectionAlpha-monde et Collection En avant(Scholastic)

• Collection Je lis, tu lis (Duval)• Collection Domino (Chenelière)• Miguel (Soleil de minuit, ISBN 2-

922691-27-6)• La fête est à l’eau (Michel

Quintin, ISBN 289435021-X)• Roméo le rat romantique

(Dominique et compagnie, ISBN2-7625-8705-0)

• Stella, fée des forêts (Dominique etcompagnie, ISBN 2-89512-243-1)

• La tempête (L’École des loisirs,ISBN 2-211-010-938)

• Le koala (Bayard Jeunesse, ISBN2-227- 73711-5)

• Le chat botté (Gallimard, ISBN2-070563-66-9)

Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to react in apersonal way to simple texts citingexamples to justify this reaction.


6.2.4 compare texts read orviewed and shareinterpretation with peers

6.2.5 identify and respond tomessages in visual texts


• Model and teach how to agree or disagree in a polite manner whensharing interpretations that may be different.

• Help student realize that opinions are based on experiences and thatdifferent experiences may lead to different opinions.

• Have students compare a print version of a story to a film version, orcompare two different versions of a story such as a fairy tale (e.g. Lebonhomme de pain d’épice or Le chat botté).

• Read two stories on a similar topic by two different authors. Havestudents compare the literary elements of the two stories and alsocompare their reaction to each story. Do they like one style of writingbetter than the other? Why?

• Undertake an author study, une étude d’auteur, and have children readseveral texts by the same author. In what respect are the texts similar? How are they different? Reading several books written and illustratedby the same author/illustrator will elicit lots of discussion and a varietyof viewpoints and interpretations.

Visual literacy is the ability to respond to a visual image based onaesthetic, emotive, and affective qualities. The viewing of a visual imageshould be a meaningful experience, and should consist of more thaneliciting a quick reaction. Teachers can help students by guiding themthrough the viewing experience. In a second language, a visual responseactivity can elicit much discussion and vocabulary development. Studentsshould discuss elements of design and colour, for example, and how theartist/illustrator uses these effectively to convey a message. They canalso discuss the feelings that a visual image evokes in them, orassociations that come to mind when viewing a visual image.• Provide students with the opportunity to view various visual texts such

as posters, billboards, signs, videos, mime, plays, musical presentations,puppet shows, art, paintings, sculptures, illustrations. Have studentsidentify the message by:• sharing their ideas and thoughts in various group settings (partners,

small groups, large groups)• writing their thoughts in a journal• creating their own version of the message through art (illustrations,

models, sculptures, etc.)• Having viewed a play or posters about a particular topic, have students

discuss the messages in a small group context. • Having viewed a video about a particular topic, have students create

their own posters based on the message of the video. • Consider the audience for whom the text has been created. (e.g. cereal

boxes, advertising) and how the author tries to appeal to that audience.

Reading and Viewing




6.2.4 Observation• Observe and note student growth in critical response in the context of:

• response journals• reading conferences• literature circles• discussion• others representations

• Observe and note student participation and ability to make appropriatecomparisons and connections between two different texts.

• Note how well students respond to the ideas of others.

PerformanceAsk students to compare two texts (by the same or different authors). Canthe students identify several differences? Several similarities? Can theyprovide support for these responses?

6.2.5 ObservationIn discussions and work with visual texts, use observation and anecdotalrecords to note student ability to:• participate in discussions• identify, interpret the message• relate to the message in a personal way

PerformanceProvide students with a visual text and ask them to identify the message,the intended audience, the way in which visual elements are used.

RubricUse a rubric or checklist to evaluate student visual creations:• Is the poster colourful? effective? aesthetically pleasing?• Is the message clear?• Is the student on topic?

Suggested Resources

Représentations graphiques, AppendixB

A collection of visual texts

Two different versions of afairytale such as Le bonhomme de paind’épices or Le chat botté

Children’s literature, includingseveral works by the sameauthor(s). The following aresuggestions:• Stella, étoile de la mer• Stella, fée des forêts• Stella, princesse de la nuit • Bonjour, Sacha• Bonne nuit, Sacha (Marie-Louise Gay, Dominique etCompagnie)• Le grand voyage de Monsieur• Émilie pleine de jouets (Gilles Tibo, Dominique etCompagnie)• Solo chez madame Brousaille• Solo chez madame Deux-Temps• Solo chez monsieur Copeau• Solo chez monsieur Thanatos(Lucie Bergeron, QuébecAmérique)• Nom de nom !• C’est pas juste !• Un prof extra• Qu’est-ce que tu fais là ?(Dominique Jolin, Éditions Banjo)• Mais que font les fées avec toutes

ces dents ?• Mais où les fées des dents vont- elles

chercher tout cet argent ?• Le grand voyage du Père Noël• Un drôle d’œuf de Pâques(Michel Luppens, Éditions Banjo)

Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to react in ananalytical way to simple texts byidentifying various elements of the text.


6.3.1 distinguish between the realand the imaginary in theirreading and viewing

6.3.2 identify the characteristicsof a variety of texts forms


Brainstorm with students lots of events, people, things that are real andimaginary. Discuss what makes something real (it could possibly happen)and what makes something imaginary (it does not really happen). Providestudents the opportunity to draw, represent, illustrate something réel andsomething imaginaire.

• Discuss real and imaginary texts (textes imaginaires ou fictifs et textes réels ounon-fictifs) and have students identify various texts they read and view interms of réel ou imaginaire, fiction ou non-fiction, un fait ou une opinion.

• Encourage students to support their responses. Why is the textimaginary or real? What are the general characteristics of books thatcontain real texts and those that contain imaginary or fictional text?What type of illustrations do they usually have? How are theyorganized?

• Present students with a variety of books on a particular topic. Havethem predict which books are fictifs and which ones are non-fictifs. Readtogether to see if their predictions were accurate.

Use the appropriate terminology when talking to students about differenttypes of texts and different text forms. Discuss the characteristics thatcorrespond to each text style (e.g. un poème, une lettre, une comptine, undialogue, une bande dessinée, un conte de fée, une marche à suivre, un exposé). Referto Appendix B for an extensive listing.

= un dialogue (dans une bande dessinée)

Expose students to varioustext forms: histoires, poèmes,lettres, recettes. Focus on keyphrases that will help

students distinguish one type from another:Chère ______ º une lettreles sous-titres º un texte informatif / un documentairela numération º une procédure / une marche à suivreIl était une fois ... º un conte de fée« ...» ou « ...» ou ) º un dialogue

Encourage students to identify the type of text and support theirresponse:• Je sais que ce texte est une lettre parce qu’il commence par « Chère » • Je sais que ce texte est informatif parce qu’il y a des sous-titres :

« Description », « Apparence », « Habitat ».

Continued...


Reading and Viewing



6.3.1 ConferenceNote student responses when questioned about types of text and theirlanguage conventions and characteristics (e.g. information books give factsand often have photographs rather than drawings).

Pencil/paperHave student use drawings, illustrations or other representations to depictreal and imaginary events from a particular text. Collect and evaluate thesedrawings or representations.

Suggested Resources

Les genres et types de texte,Appendix B


A collection of children’sliterature and other visual andprint texts of a variety of genresand text forms. The followingtitles and collections aresuggested:• Théo et Raphaël (Collection En

tête, ERPI)• Recueil de lecture 1re, 2e 3e

(CFORP, ISBN 2894429185)• L’ours et la petite fille (Bouton

d’or d’Acadie, ISBN 2-922203-22-0)

• La machine à bulles (MichelQuintin, ISBN 2-89435-036-8)

• Le livre des peut-être (Milan,ISBN 2-7459-0836-7)

• 101 comptines à mimer et à jouer(Bayard Jeunesse, ISBN 2-74700 2-29-5)

• Le gentil facteur ou Lettres à desgens célèbres (Albin MichelJeunesse/Hachette, ISBN 2-226-02853-6)

• Allons à la cabane à sucre(Scholastic, ISBN 0779114124)

Children’s magazines such as thefollowing: • Les Explorateurs (Bayard Presse)

www.abonnement.qc.ca• Hibou et Coulicou (Héritage,

offerts en encarts dans lemagazine Enfants Québec )www.enfantsquebec.com

• Pomme d’Api Québec (BayardPresse) www.abonnement.qc.ca

• Youpi (Bayard Presse)www.bayardjeunesse.ca


Outcomes

KSCO: By the end of Grade 3,students will be expected to react in an

analytical way to simple texts by identifying various elements of the text.

SCOs: By the end of Grade Two, students will be expected to:

http://www.abonnement.qc.ca/

http://www.enfantsquebec.com/


http://www.bayardjeunesse.ca/


Reading and Viewing


6.3.1 distinguish between the realand the imaginary in theirreading and viewing

6.3.2 identify the characteristicsof a variety of texts forms

6.3.3 identify similarities anddifferences betweencharacters, settings andevents

Carole, in circles on right: -title on right is Les vieux souliersd’Albert- Add period after each sentencein left-hand circle.


Fiction and non-fiction are often presented in predictable patterns calledtext structures. Introduce the various structures des textes, including: • la structure narrative (la situation initiale, les complications, les actions/le point

culminant, la résolution, la situation finale) (eg. fiction, autobiographie etbiographie)

• descriptive (une idée principale suivie d’idées secondaires)• séquentielle (une série d’étapes)• comparative (compare des objets, des personnes, des événements, ou des phénomènes)• cause à effet (élabore les causes, les effets et les relations qui sont sousjacents à un

phénomène)• problème à solution (un «cause à effet » qui suggère une solution)

This outcome builds on SCOs 6.1.3 and 6.2.4. Use children’s literatureand various series of books or booklets to model and teach students howto identify similarities and differences between characters, settings andevents in the same or in different texts.• Discuss and analyse two different versions of a story, or compare and

contrast two stories by the same author or two stories on the sametheme written by different authors.

• Model the use of graphic organizers in analysing texts for similaritiesand differences.

Use children’s literature to develop an awareness that some authors andillustrators have very distinct styles while others are not so recognizable.Illustrator Eric Carle uses découpage, Barbara Reid uses la pâte à modeler,Marcus Pfister uses l’aquarelle, Marie-Louise Gay uses aquarelle et encreécoline. Author Robert Munsch uses l’humour exagéré, Marcus Pfister uses lesouci d’autrui, Gilles Tibo uses la fantaisie et le humour dans la vie quotidienne.

Continued...

Students will be expected todemonstrate their comprehensionof a variety of texts according totheir needs and appropriate to thesituation of communication.


Reading and Viewing


6.3.2 ObservationObserve and note student progression towards independence in identifyingor naming the various types of texts when working collectively in smallgroups and individually: un poème, une lettre, un dialogue, un journal, unebiographie, une auto-biographie, un reportage, une recette, un conte de fée, un récit dethéatre, une marche à suivre, une bande dessinée, une affiche publicitaire, une recette, unsite Internet, une invitation.

6.3.3 ObservationObserve student behaviour when engaging in these whole group learningsituations and note their ability to:• participate in the activity• contribute logical, pertinent information • support comments with information from the text• use a Venn diagram appropriately

PerformanceHave students independently use a Venn diagram to compare and contrasttwo books by the same or different author(s)/illustrator(s). Assess ability toaddress characters, setting and events.

Suggested Resources

Les genres et types de texte,Appendix B


A collection of children’sliterature and other visual andprint texts of a variety of genresand text forms. The followingtitles and collections aresuggested:• Théo et Raphaël (Collection En


(CFORP, ISBN 2894429185)• L’ours et la petite fille (Bouton

d’or d’Acadie, ISBN 2-922203-22-0)

• La machine à bulles (MichelQuintin, ISBN 2894350368)

• Le livre des peut-être (Milan,ISBN 2-7459-0836-7)

• 101 comptines à mimer et à jouer(Bayard Jeunesse, ISBN 2-74700 2-29-5)

• Le gentil facteur ou Lettres à desgens célèbres (Albin MichelJeunesse/Hachette, ISBN 2-226-02853-6)

• Allons à la cabane à sucre(Scholastic, ISBN 0779114124)

Children’s magazines such as thefollowing: • Les Explorateurs (Bayard Presse)

www.abonnement.qc.ca• Hibou et Coulicou (Héritage,

offerts en encarts dans lemagazine Enfants Québec)www.enfantsquebec.com

• Pomme d’Api Québec (BayardPresse) www.abonnement.qc.ca

• Youpi (Bayard Presse)www.bayardjeunesse.ca


Outcomes


analytical way to simple texts by recognizing certain key elements of the text.







Reading and Viewing


6.3.3 identify similarities anddifferences betweencharacters, settings andevents

6.3.4 recognize the personalstyle of an author orillustrator

6.3.5 analyse to make criticaljudgement of a text

6.3.6 establish links betweencharacters’ feelings andtheir actions


• Encourage student to discuss various styles when responding personallyto texts. Do they like the work of a particular author/illustrator? Why orwhy not?

• Conduct author/illustrator studies in which students are engaged inreading a variety of works from a particular author/illustrator. Organizefollow-up activities which extend student understanding of text andhave students compare the text to their own experiences. Students canelaborate on the style of the author/illustrator, describe techniques andpatterns noticed during the study, role play sections of text, create anillustration in the same style as the illustrator, etc.

It is important to foster critical literacy in students. Critical literacyinvolves questioning assumptions, and helping learners understand theimpact that texts have on their lives. Actively learning to judge textscritically encourages children to challenge assumptions and examine theconditions of their own lives and the lives of others.• Encourage students to explore many sides of the same issue when

treating a text.• Examine texts in the classroom (posters, books, videos, etc.) asking

critical questions: Who is represented here and how? Who is not here?Why not? Who is the intended audience?e.g. le médecin : Are doctors always men? Can women be doctors, too?

• When reading fairy tales such as Cendrillon, ask students what they havelearned about step-mothers. Are they always wicked? Discuss how oneshould be careful of the judgements one makes about other people.

• It is important that teachers ask students to reflect on their commentsabout people and question whether or not they are being fair.

• How might the author have presented the topic in another way?• Follow up a reading of Les trois petits cochons with a reading of a story

such as Le loup est revenu (L’École des loisirs), as it provides a differentpoint of view.

When reading and viewing with students, draw their attention to the causeand effect of the characters’ feelings and their actions. For example, in thestory Une petite sœur pour Angelina (Duculot), Angelina is feeling left outwhen her grand parents come to see the baby. She storms up to her roomand breaks her ballet figurine. This leads to her being upset with herself. • Have students work in pairs or small groups to identify the cause and

effect of characters’ feelings and actions in a particular story or book.

Continued...



6.3.4 Observation

Observe and record responses ofstudents in brainstorming personalstyles of authors and/or illustrators.

Reading and Viewing


ConferenceConference with students to note whether or not they are able to select textswritten and/or illustrated by a particular author or illustrator. (This could bedone in small groups when time is a factor.)

PerformanceHave students work in pairs or small groups to prepare a short presentationon a particular author or illustrator. Observe and evaluate their ability todiscuss and demonstrate the style of the author or illustrator.

6.3.5 Observation/Anecdotal RecordsObserve and use anecdotal records to note student ability to recognizeinappropriate judgements, prejudices or stereotypes when reading orviewing a text (e.g. race, social class, gender). Can they recognize unfairgeneralizations?

Performance• Ask students to work in pairs to read a well-known fairy tale and then

retell the story from another point of view. A perspective different fromthe original story must be shown.

• Have students react to a written advertisement such as a poster ormagazine advertisement. Who is the intended audience? How does thewriter try to sell the product or convince the public? Who is included? Who is left out? Is what is said fact or opinion?

Suggested Resources


Children’s literature, includingseveral works by the same author(s).The following are suggestions:• Stella, étoile de la mer• Stella, fée des forêts• Stella, princesse de la nuit • Bonjour, Sacha• Bonne nuit, Sacha (Marie-Louise Gay, Dominique etCompagnie)• Le grand voyage de Monsieur• Émilie pleine de jouets (Gilles Tibo, Dominique etCompagnie)• L’oiseau des sables• Annabel et la bête• Vieux Thomas et la petite fée(Dominique Demers, Dominique etCompagnie)• Solo chez madame Brousaille• Solo chez madame Deux-Temps• Solo chez monsieur Copeau• Solo chez monsieur Thanatos(Lucie Bergeron, Québec Amérique)• Nom de nom !• C’est pas juste !• Un prof extra• Qu’est-ce que tu fais là ?(Dominique Jolin, Éditions Banjo)• Mais que font les fées avec toutes

ces dents ?• Mais où les fées des dents vont- elles

chercher tout cet argent ?• Le grand voyage du Père Noël• Un drôle d’œuf de Pâques(Michel Luppens, Éditions Banjo)• Des livres pour Nicolas !• Grouille-toi, Nicolas !(Gilles Tibo, Scholastic)• Les animaux du petit géant• Le grand ménage du petit géant• Le petit géant somnabule• Le camping du petit géant(Gilles Tibo, Québec Amérique)


Outcomes


analytical way to simple texts by recognizing certain key elements of the text.


Reading and Viewing


6.3.6 establish links betweencharacters’ feelings and theiractions

6.3.7 establish links betweendifferent events which makeup a story, i.e. sequencing,cause and effect

KSCO: By the end of Grade 3 studentswill be expected to call upon simplestrategies, experiences and previousknowledge to guide their reading andviewing.


7.1.1 use strategies to begin toindependently select textsappropriate to theirinterests and learning needs


Students need to be made aware that ideas in a story or other text aresequenced in logical or chronological order, with one event comingbefore another: beginning, middle, end. • Take a text and cut it up in to strips. Shuffle the strips. Then have

students reorganize the story. Teach them to look for clues to addthem with their sequencing (l’enchaînement des événements...)

• Teach students to look for words that are used in a story to indicate thesequence of events and which will help them when retelling a story:Beginning: Au commencement, Une fois, Il était une foisMiddle: Après, Alors, Puis, Depuis, EnsuiteEnd: Finalement, À la fin

• Visuals are very useful in sequencing events. Have students use agraphic organizer such as a timeline or a story map for a narrative textin which they represent the important events along the line.

Strategies to understand one’s own needs as a reader are valuable tools tofoster in reading development. Students should consider their owninterests as well as the reading level of a text when selecting readingmaterial. After selecting a text, establishing a purpose for reading willmake the process more meaningful. The purpose for reading willinfluence the choice of reading strategies and determine what the readerwill remember about the text.• Encourage students to develop a sense of ownership by choosing their

own books for various reading activities, including silent reading,shared reading, buddy reading, library books. Guide students to selectbooks according to pictures, content, level of difficulty and accordingto their purpose (for information, for pleasure, etc.). Students willrequire teacher assistance while they learn the criteria for bookselection. Various levels of difficulty may be appropriate depending onthe purpose of reading (e.g. a student may select one reading level forenjoyment and a higher or lower reading level for research purposes).

• Through mini-lessons, modelling and instruction during sharedreading, guided reading or reading conferences, teach students how toselect texts appropriate to their individual needs, e.g. according toreading level, interest, or purpose for reading.

• Teach students to use strategies to gauge the difficulty of a book:skimming and scanning, (survoler ou parcourir rapidement) and the fivefinger test or the stratégie JUSTE : use five fingers to keep track ofwords they have difficulty with; if there are more than five difficultwords on a page, they should consider changing the book.

Continued...



6.3.5 Observation/Anecdotal Records

Observe and use anecdotalrecords to note student ability torecognize inappropriate

Reading and Viewing


judgements, prejudices or stereotypes when reading or viewing a text (e.g.race, social class, gender). Can they recognize unfair generalizations?

Performance• Ask students to work in pairs to read a well-known fairy tale and then

retell the story from another point of view. A perspective different fromthe original story must be shown.

• Have students react to a written advertisement such as a poster ormagazine advertisement. Who is the intended audience? How does thewriter try to sell the product or convince the public? Who is included? Who is left out? Is what is said fact or opinion?

6.3.6 & 6.3.7 Observation/ConferenceUse observation and anecdotal records to note student ability to retell,summarize or paraphrase a story in logical sequence. Note student abilityto:• make links within texts • use cause and effect to explain events• show how the characters’ feelings are linked to their actions

6.3.7 PortfolioUsing a graphic organizer such as a timeline, plot profile or dessins et mots, have students recreate a text showing the events which make up the story.Determine from the work sample if all important events have beenincluded and if students have a good understanding of the sequencing ofevents.

Suggested Resources

Représentations graphiques,Appendix B

First Steps Reading Resource Book(Heinemann), Map a Story, TimeLine, Plot Profile





A selection of children’sliterature to address the topic ofcritical literacy. The followingtitles are suggested:• Le loup est revenu (ISBN

2211073646), Je suis revenu(ISBN 2211065112), Le loupsentimental, (ISBN 221105 299),G. de Pennart, L’École desloisirs

• L'ours et la petite fille (Boutond'or d'Acadie, ISBN 2-922203-22-0)

• Le livre des peut-être (Milan Jeunesse, ISBN 27459-0836-7)

• Une petite sœur pour Angélina (Ducolot, ISBN 2801109959)

Reading and Viewing


Students will be expected to plan and manage their reading and viewing by applyingstrategies in accordance with their needs and the communication situation.

Outcomes

KSCO: By the end of Grade 3 studentswill be expected to call upon simplestrategies, experiences and previousknowledge to guide their reading andviewing.


7.1.1 use strategies to begin toindependently select textsappropriate to theirinterests and learning needs

7.1.2 activate prior knowledge ofa given subject and state thepurpose for reading andviewing

7.1.3 use pre-reading strategies topredict content


• Model and teach students how to use prior knowledge to help themunderstand new or more complex texts. Use the same strategies thatare used for pre-reading: brainstorming, webbing, un tableau SVA, lacarte d’information. This will set the framework for adding on details andincreasing learning.

• Before reading, have students recall and share what they know aboutthe topic to build their knowledge of the concepts and of thevocabulary likely to encountered in the text.

• Make a list of French-language vocabulary associated with the topic ortheme prior to reading or viewing a text (by subtopic, if desired). Afterreading or viewing the text, return to the list(s). Check off words orexpressions found in the text and add new vocabulary items. The listcan then be displayed in the classroom, providing a bank of vocabularyfor the topic.

• Call upon real-life experiences as much as possible.• Question students about what they expect to read or view. Encourage

predictions before and during reading, to encourage reading formeaning.

• Model/vocalize and discuss purposes for reading and viewing.Purposes may include to be informed, to perform a particular task, tobe entertained, to find the main idea, etc. Depending on the text, thepurpose may be more specific, such as reading a short story tosummarize the plot, or reading a poem to visualize the descriptiveimagery.

Use children’s literature and other texts to model and teach students thatwhen reading they are constantly making predictions as they try to makesense of text. Use the “think aloud” technique to show students how tomake predictions while reading. Use various graphic organizers to notepredictions and then to check whether these predictions were correct andto note new information.• Students can make predictions about content based on book and text

organizational features (les éléments visuels). Encourage students to notethese features and the type of information provided by each one.• le s o u tils o rg an is atio n n e ls : le titre, les sous-titres, la table des matières, la

couverture, la quatrième de couverture, les données de publication, la dédicace, leglossaire, le lexique, l’indexe, le chapeau, les étiquettes, les paragraphes

• le s s u p p o rts v is u e ls : les illustrations, les dessins, les photos, les peintures, lesimages étiquetées, les diagrammes

• le s c arac té ris tiq u e s d e l’im p rim é : la police, la grandeur et le style deslettres, l’espacement entre les mots et les lignes, les alinéas, le caractère gras,l’italique, les puces, le soulignement

• le s s u p p o rts g rap h iq u e s : les diagrammes, les légendes, les encadrés, lescartes, les diagrammes, les tableaux, les graphiques, les phylactères (bulles deparole), les lignes de temps

Continued...


Reading and Viewing



7.1.1 ObservationUse observation, checklists and anecdotal records to note student ability toselect appropriate texts for: • personal reading/viewing pleasure• buddy reading (la lecture en partenaire)• shared reading (la lecture partagée)• silent reading (la lecture silencieuse)• research projects

ConferenceConference with students ask questions on their reading preferences and toencourage appropriate selection of books and other texts. Variousquestionnaires from the Trousse d’appréciation de rendement en lecture, such asOutils 5b and 10, can be used or modified as needed.

Pourquoi as-tu choisi ce livre ?

Est-ce que c’était un livre approprié pour toi ? Pourquoi ? Pourquoi pas ?

Est-ce que la lec ture du livre était fac ile, difficile ou juste bien ? Pourquoi ?

D’après toi, qu i d’autre aim erait ce livre ? Pourquoi ?

7.1.2 ObservationUse observation and anecdotal records to note student ability to:• contribute to discussion or brainstorming• link prior knowledge to a new subject• read independently for further information • state the purpose for reading/viewing a text

Self-evaluationHave students consider the following:

Voici comment j’ai utilisé mes connaissances antérieures et mon expérience

personnelle pour com prendre le text: (e.g. une expérience vécue, un livre lu du même

auteur, etc.).

L’intention visée pour cette lecture était ____________________________ .

___________________________________________________________

Cétait l’intention visée parce que __________________________________

____________________________________________________________

___________________________________________________________ .

Suggested Resources

Reading and Viewing: ProgramDesign and Components – Pre-readingand Pre-viewing Strategies, AppendixC


Stratégie JUSTE : Je choisis unlivre si le total de mots inconnus sur une page égale cinq oumoins.

Trousse d’appréciation de rendement enlecture : Immersion française,Maternelle - 3e année. Documentd’appui 2002. Outils 5b et 10





A collection of children’sliterature and other age-appropriate texts; the followingare suggested:• Théo et Raphaël (Collection En

tête, ERPI)• Alasi, Jimmy et la mer (Soleil de

minuit, ISBN 2-922691-12-8)• Hérisson et ourson : Contes de la

forêt profonde (Bayard Jeunesse,ISBN 2227701404)

• L'ours blanc, seigneur de la banquise(Milan Jeunesse, ISBN2745902-85-7)

• Cabanes d’oiseaux (Scholastic,ISBN 0-439-9581-3 -X)

• Le kimono de Suki (Scholastic,ISBN 0-439-97507-7)


Outcomes

KSCO: By the end of Grade 3students will be expected to call upon

simple strategies, experiences and previous knowledge to guide their reading and viewing


Reading and Viewing


7.1.3 use pre-reading strategiesto predict content

7.1.4 display appropriatebehaviour during readingand viewing situations

7.1.5 understand concepts ofprint


• Encourage students to notice text features by asking questions as theyview a text.• De quoi est-ce que ce texte va nous parler ? Comment le sais-t-on ?• Quel est le titre ? Qu’est-ce que le titre nous dit ou suggère ?• (En regardant les images) Quel est le problème ou la situation traité dans le texte ?

À ton avis, comment est-ce qu’on va résoudre le problème ?• Quelles informations sont fournies sur la couverture ? (le titre, une illustration, le

nom de l’auteur, de l’illustrateur, de la collection) • Quelles informations sont fournies sur la quatrième de couverture ? (les informations

publicitaires telles un résumé ou un sommaire, une courte biographie de l’auteur, ouune mention des prix gagnés et/ou les informations techniques telles le numéroISBN ou le code à barres)

• Ce livre est-il récent ? Les informations, sont-elles à jour ? Qu’est-ce que les donnéesde publication indiquent ? (la date, le lieu, la maison d’édition)

• Quelles sortes d’informations ou de renseignements est-ce qu’on va trouver dans letexte ?

• Notons la longueur du texte. Comment le livre est-il organisé : en paragraphes, ensections, ou en chapitres ?

• Quelles sortes de supports graphiques et visuels y a-t-il dans le texte ? Y a-t-il desphotos, des tableaux, des encadrés, des diagrammes ? Si oui, quelles sortesd’informations donnent-ils ?

Provide students with daily opportunities to read and view various texts,both fiction and nonfiction. Review and discuss appropriate behaviourwhile reading and viewing. “Learning how to learn”, the explicit teaching ofstrategy use, is a very important aspect of the learning concept. Ensure thatstudents are aware of the strategies they can call on during readingsituations to help them.

By Grade Two, most students will have a strong understanding of theconcepts about print, as presented by Marie Clay. These concepts involvethe awareness of how print works and how it looks. Some basic conceptsabout print include: directionality (that readers and writers move from leftto right and top to bottom); spacing (used to separate words); recognitionof words and letters; connection between spoken and written language;understanding the function of punctuation; sequencing and locating skills;and searching for cues from different sources.

Continued...



7.1.3 ObservationUse observation and anecdotal records to note student ability to:• participate in activities

• make logical predictions basedon text features

• monitor comprehension byverifying information in a textto confirm predictions

Reading and Viewing


Paper/Pencil or ConferenceHave students write about or discuss their pre-reading strategies, using abook that they have chosen to read.

Self-Assessment/Peer AssessmentHave the students consider the following individually or with a partner:

Pour anticiper le sens du texte et pour

faire des prédictions avant ma lecture,

Jamais - Souvent- Toujours

• je survole le texte entier.

• je regarde la couverture du livre.

• je regarde la quatrième de couverture et

je lis le sommaire.

• je feuillete les images/les illustrations et

je pense au sens.

• je regarde le titre des chapitres.

• je regarde les sous-titres.

• j’essaie de déterminer le type de texte et

sa structure.

• je regarde les données de publication.

• je regarde le glossaire, le lexique ou

l’index.

Suggested Resources


Reading and Viewing: ProgramDesign and Components: CueingSystems and Reading Strategies,Appendix C

Trousse d’appréciation de rendement enlecture : Immersion française,Maternelle - 3e année. Documentd’appui 2002. Grilles 11a, 11b et16


A collection of children’sliterature and other written texts.The following titles aresuggestions:• Théo et Raphaël (Collection En

tête, ERPI)• La grande aventure d’un petit

mouton noir (Dominique etcompagnie, ISBN 2-89512-098-6)

• Allons à la cabane à sucre(Scholastic, ISBN 0-7791-1412-4)

• Un prof extra (Banjo, ISBN 2-920660-32-2)

• Le koala (Bayard Jeunesse,ISBN 2-227-73711-5)

Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to call uponsimple strategies, experiences andprevious knowledge to guide their readingand viewing.


7.1.4 display appropriatebehaviour during readingand viewing situations

7.1.5 understand concepts ofprint

7.1.6 use a combination of cueingsystems and strategies toconstruct meaning fromtext


It is necessary that students learn to read using meaningful, familiar texts.They are thus engaged in problem solving situations while reading, andnot learning skills in isolation. Model and teach during shared and guidedreading how to make use of the cueing systems (les entrées en lecture) topredict, confirm and self-correct. A skilled reader makes use of thegrapho-phonemic information provided by the text to decode each word(which is done rapidly and automatically). As the text is decoded, thereader uses semantic and syntactic information to comprehend thedecoded text. In order to use the cueing systems effectively, help studentsinternalize the following questions:• Engage students in activities such as oral cloze activities (un texte à

trous),hangman (le bonhomme pendu), word order exercises (chien, /à/ court /la/ maison).

• Teach letter-sound relationships (graphophonics) in the context ofshared reading and writing. Use mini-lessons to address areas of need.

• Provide regular feedback to miscues.• Provide explicit instruction and intervention during guided reading

sessions. Ask questions such as:• Qu’est-ce que tu fais quand tu rencontres : une partie que tu ne comprend pas ? ...

un mot que tu ne sais pas ?• Qu’est-ce que tu fais avant de faire ta lecture ?• Qu’est-ce que tu fais pendant que tu lis ?• Qu’est que tu fais après ta lecture ?

• Encourage student to take risks and attempt new words. When thewords do not make sense or do not appear correct to the student,encourage them to read on and self- correct where possible. Self-correction is an important reading skill which should be modeled andencouraged in all readers.

• Have students examine sentences and identify parts of words that aresimilar.

Jacques travaille. Jacques et Anne travaillent.L’’homme est déguisé en bonhomme de neige.

Continued...


Reading and Viewing



7.1.4 ObservationObserve and use anecdotal records to note student ability to demonstrateappropriate behaviours during reading and viewing situations.

7.1.5 Observation/ConferenceObserve and note student ability to incorporate the “concepts of print” intheir reading and viewing. As necessary, conference with students todetermine specific issues using Grille 16 of the Trousse d'appréciation derendement en lecture.

7.1.6 ObservationUse observation and anecdotal records to note student ability to:• use reading strategies while reading• answer comprehension questions• demonstrate comprehension through other ways of representing, such as

drawing, dramatization, etc.• participate and respond to oral cloze, word order activities, word family

activities.

Running RecordsUse running records (le suivi d’observation) to assess student progress and toguide teaching:• Does the student use the various cueing systems?• Does the student take risks with predicting unknown words?• Does the student attempt to self correct?• Does the student read on?, reread?, break words into parts?, find little

words in big words?

ConferenceAsk students questions such as:• Que fais-tu quand tu vois un mot que tu ne connais pas ?• Que fais-tu quand tu ne comprends pas ?• Que fais-tu quand la phrase ne fait pas de sens ?

Self-assessmentHave students complete a self-assessment on reading strategies such as theGrille d’observation 11(a) from the Trousse d’appréciation de rendement en lecture.

Suggested Resources


Reading and Viewing: ProgramDesign and Components –Pre-readingand Pre-viewing Strategies, AppendixC

Trousse d’appréciation de rendement enlecture : Immersion françaiseMaternelle - 3e année. Documentd’appui 2002. Grilles 11a et 16

Le sondage d’observation en lecture-écriture (M. Clay, Chenelière,ISBN 2765100985)

La lecture: de la théorie à la pratique(Gaëtan Morin Éditeur, ISBN2-89105-553-5)


Trousse d’évaluation GB+ (ÉditionsBeauchemin)

Trousse d’évaluation Alpha-jeunes(Scholastic)

A collection of levelled bookletsand other children’s texts; thefollowing are suggested:• Théo et Raphaël (Collection En

tête, ERPI)• Collection GB+, Collection Alizé,

Collection Maths et mots etCollection Zap Sciences(Beauchemin)

• Collection Alpha-jeunes, CollectionAlpha-monde et Collection Enavant (Scholastic)

• Collection Je lis, tu lis (Duval)• Collection Domino (Chenelière)


Outcomes

KSCO: By the end of Grade 3,students will be expected to call uponsimple strategies, experiences and

previous knowledge to guide their reading and viewing.


7.1.6 use a combination of cueing systems and strategies to constructmeaning from text

Reading and Viewing



Encourage regular use of other strategies such as:• adjusting rhythm, speed and intonation• using punctuation to aid with comprehension, fluency and expression• understanding the relationship between personal pronouns and the

words they replace Les oiseaux migrent au sud. Ils partent en automne.• using determinants to support comprehension: Les amis (plural) jouent

sur la glissoire.• understanding the use of linking words in a sentence and which actions

come first in each sentence. For example:• Il a fait ses devoirs puis il a mangé le souper.• Elle a regardé la télévision après qu’elle a nettoyé la cuisine.• using knowledge of word families, patterns, prefixes, etc. to derive

the meaning of a new word:malheur malheureuse malheureusement(noun) (adjective) (adverb)

• using illustrations to derive meaing • breaking words into syllables• grouping words into meaningful segments (chunking):

UIl était une fois / une petite fille / qui s’appelait Caroline.XIl / était une / fois une petite / fille qui s’appelait / Caroline.

• making predictions during reading to support comprehension• skipping a word and reading on without losing meaning: Michaël est

assis sur les (genoux) de sa maman, en avant, en arrière, en avant, en arrière.• finding a small word in a big word, ex.: un tableau• finding words with the same prefix, ex.: refaire, retourner• finding words with the same suffix, ex.: un acteur, un chanteur• finding words with the same ending, ex.: un bras, un bas, un tas

As students progress through grade 2, phonemic awareness is reinforcedby reading skills and vice versa. At this stage, the connection betweensounds and print become more explicit. Students will begin to showconsolidation of phonemic awareness through:• identifying initial, final and medial sounds• phoneme segmentation and blending• phoneme manipulation (e.g. replace the first phoneme of the word toi

with /s/ and tell the new word)• application of phonological awareness skills and letter-sound

knowledge to print (phonics)• word analysis/structural analysis.

Continued...



Observation

Collect and evaluate studentresponses to written texts, notinglevel of comprehension of texts.

Reading and Viewing


Conference• Observe students reading orally and note miscues. Identify whether the

errors result from:• sound-symbol correspondence (are students attending to all the sounds

in words, beginning, medial and final sounds?)• lack of knowledge of vowel sounds• lack of knowledge of regular spelling patterns (e.g. -er, -oi, -br, -fl)• weak comprehension skills• fluency (reading single words versus sentences)

• Note whether students are developing a sight-word vocabulary forreading.

• Observe students’ miscues and spelling approximations and note whetherthey are applying their phonemic awareness skills in both contexts (e.g. ifthe student spells “table” - tble, the student may need extra practicesegmenting words orally).

Suggested Resources

Phonological Awareness and Phonemic Awareness, Appendix B

Reading and Viewing: Program Designand Components - Cueing Systems,Appendix C

Les clés du savoir : Cartes de sons,(Guérin, ISBN 2-7601-6250-8)

L’apprenti lecteur (Chenelière, ISBN2-89461-587-6)




Chansons et comptines 1 et 2(CFORP, ISBN 2-894427-27- 1and 2-894427-28-X)

Conscience phonologique (Chenelière,ISBN 2894613725)

Lire en criant ciseau 1- 5 (CFORP,ISBN 2-894423-87-X)

Lettres à un son (Mondia, ISBN2-921084-52-X)

Entraînement phonologique prélecteurs(Cigale, ISBN 2-912 457-07-6)

Sounds Abound: Listening, Rhyming,and Reading (Lingui-Systems, ISBN1-5599-9394-4)

Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to call uponsimple strategies, experiences andprevious knowledge to guide theirreading and viewing.


7.1.6 use a combination ofcueing systems andstrategies to constructmeaning from text


In order to develop phonemic awareness skills, teachers should engagestudents in a wide variety of appropriate activities.• Direct attention to the initial, medial and final sounds of words seen in

print. • Direct attention to the vowel sounds of words seen in print. (Some

students may initially need to focus on one vowel sound at a time.)• Segment words orally into their sounds, print these words and read them

back to reinforce both reading and spelling. • Place a rhyme or phonogram (e.g. -on, -in, -ille) on the board. Place the

corresponding letter at the beginning of the word as the students completethe rhymes.

• Make phonogram wheels with common rhymes (e.g. -on, -eau, -ai, -ou). • Select phonetically regular words from the students’ shared reading texts and

practise blending the sounds. Spell phonetically regular words from the textby stretching the sounds with an elastic or using blocks as visual aids.

• Write a series of sentences that have the same subject and verb but adifferent tense, e.g. Marc aime le gâteau. Marc a aimé le gâteau. Marc aimera legâteau.

• Suggest expressions that help set the tense, e.g. hier, avant hier, quand j’avais deuxans ; aujourd’hui, maintenant ; demain, plus tard, la semaine prochaine.

• Find words that are: • les mots d’action (verbes) - court, trouvent • les adjectifs - grand, petit,• les mots de position (prépositions), sur, sous, dans, entre

Have students focus on various elements of syntax and semantics such astense, sentence structure, pronouns and word meaning.• Write a sentence and make it grow or shrink. J’aime le chat. J’aime le petit chat.

J’aime le petit chat noir.• Put sentences in order to retell a story: Vincent a traversé la rue. Alors, il est allé

à l’hôpital. Une auto a heurté Vincent.Should read: Vincent a traversé la rue. Une auto a heurté Vincent. Alors, il est allé àl’hôpital.

• Write a short text on chart paper and leave out the punctuation. Havestudents read the text aloud and suggest where punctuation should go inorder to make sense of the words and phrases.

• Find new words in a text and discuss their meaning.• With a familiar text, engage students in playing des mots masqués which is

similar to a cloze passage but certain words are hidden and studentsbrainstorm words which might fit.

• Find expressions in stories that have special meaning and put them on awall chart (e.g. rouge comme une tomate, la neige folle).

• Create a web of the main idea and supporting details.• Have students select a title for a story or create a story map that shows the

sequence of events in a text.• Have students use the « qui, quand, quoi, où » framework to retell a story.• Invite students to write a letter to an author telling why they like the book

or describing their favourite part of the story.


Reading and Viewing



7.1.6 Observation/Anecdotal Records• Use observation and anecdotal records to note student ability to:

• use strategies in their reading• answer comprehension questions• demonstrate comprehension through other ways of representing• participate actively in phonemic awareness activities by making

contributions of words or sounds

Performance• Have students recreate a story by putting the sentences of the story in

order.• Have students blend or segment sounds in a large group, small group or

conference situation.• Invite students to correctly write a text presented to them without capital

letters or other punctuation.

Suggested Resources

Rubric for Reading Evaluation:Holistic Reading Rubric, AppendixC

Reading and Viewing: ProgramDesign and Components - CueingSystems, Appendix C

Phonological Awareness and Phonemic Awareness, Appendix B

Trousse d’appréciation de rendement enlecture : Immersion française,Maternelle - 3e année. Documentd’appui 2002.


Chansons et rondes pour s'amuser(Fides, ISBN 2-7621-2414-X )

Lettres à un son (Mondia, ISBN292108452X)

Lire en criant ciseau 1- 5 (CFORP,FRR-110-S1 (-S5))


Conscience phonologique (Chenelière,ISBN 2-89461-372-5)

Phonemic Awareness Activities forEarly Reading Success (W. Blevins,1997, Scholastic)

Developing Phonemic Awareness inYoung Children (H.K.Yopp, TheReading Teacher, 45(9), 696-703.)


Outcomes

KSCO: By the end of Grade 3,students will be expected to organizeinformation and ideas using simplestrategies


7.2.1 experiment with graphic organizers

Reading and Viewing


Suggestions for Teachingand Learning

Graphic organizers are useful inresponding critically to texts (e.g.le diagramme Venn ou les cerclesconcentriques), or in organizinginformation from texts (e.g. lamatrice, l’étoile, la chaîne). A graphicorganizer is a visual whichillustrates the links between ideasor information. These links areillustrated using lines, arrows, orshapes. The type of graphicorganizer used depends on thetype of text. For example, aprocedural text can be consideredin terms of la chaîne, whereas aninformational text, such as amagazine article, may be betterrepresented using une matrice. It isimportant that students learn toorganize, analyse and useinformation effectively from texts;graphic organizers are meant to betools which enhance the process.

• Teach and model how to use avariety of graphic organizers.See SCOs 4.3.4 and 4.1.6,Appendix B or the Troussed’appréciation de rendement en lecture.

• After reading a text, decide as aclass what type of graphicorganizer might be moreeffective in organizing theinformation from that text.Collectively complete thegraphic organizer.

• Students need manyopportunities to work in smalland large groups, using graphicorganizers to organizeinformation from texts. Themore frequently a teachermodels and uses graphicorganizers with students, thesooner they will be able to usethem independently.

Example of le tableau en deux t :

Example of a graphic organizer: la chaîne

Reading and Viewing


Reading and Viewing




Observation/ChecklistUse observation, checklists, and anecdotal records to note student ability touse various types of graphic organizers. Do the students demonstrate globalcomprehension of the information? Do they represent the informationlogically and sequentially? The following is an example of a checklist:

The student:

• organizes the information logically.

• includes all relevant information from the text.

• demonstrates understanding of how the graphicorganizer functions.

• presents the information clearly.

Journal/Learning LogHave students select a plan or graphic organizer which they have used toorganize information from a text. Ask them to discuss how the graphicorganizer was useful and whether it was the best way to organize theinformation given.

PresentationHave the students present to a partner or to a small group their use of agraphic organizer in relation to a particular text. Do the students use thegraphic organizer effectively? Is information noted in an appropriatemanner and in the appropriate place?

ConferenceIn a conference setting, question students about the manner in which theyhave interpreted and organized the information in a graphic organizer. Grilles 23a, 23b and 23c from the Trousse d’appréciation de rendement en lecturecan be adapted or modified for this purpose.

Suggested Resources


Trousse d’appréciation de rendementen lecture : Immersion française,Maternelle - 3e année. Documentd’appui 2002. Représentationsgraphiques et Fiche s 23a, 23b et23c

Chercher, analyser, évaluer(Chenelière, ISBN 2-89461-688-0)

The Graphic Organizer Websitewww.graphic.org/

Kidspiration (Inspiration SoftwareInc.)www.inspiration.com

http://www.graphic.org/

http://www.inspiration.com

Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to identify theirstrategies


7.3.1 describe their own readingand viewing strategies


Metacognition involves the ability to monitor one’s own learning and tomanage and be aware of one’s own strategy use. If the reader is aware ofthe strategies which lead to effective reading and understands when toapply these strategies, then the reader will be better able to constructmeaning from texts. For example, students should be able to monitortheir reading; if something does not make sense, they should be able toself-correct using the cueing systems or appeal for assistance..

• Encourage students to verbalize the strategies they use when reading. • Keep a class list of reading and viewing strategies. Add to the list as

new strategies are uncovered. • Provide students with blank bookmarks to use during silent reading to

note any words/sections they had difficulty with, as well as the name(or reference number) of the strategy they tried/used.

• Model and teach students how to ask questions of themselves whenreading and viewing. What do they do when they find a word that theydon’t know? Teach them to ask themselves:• Est-ce que ça a l’air correct ? (graphophonic)• Est-ce que ça sonne bien ? (syntactic)• Est-ce que ça a du sens ? (semantic)• Est-ce que cela paraît bien selon la structure et l’intention ? (pragmatic)

• Have students answer questions such as:• Pourquoi est-ce qu’on lit ?• Comment sais-tu qu’une personne lit bien ?• Que fais-tu quand tu vois un mot que tu ne connais pas ?• Est-ce qu’il faut relire plusieurs fois de temps en temps ? Pourquoi ?• Que fais-tu pour t’aider à te rappeler ce que tu lis ?• Qu’est-ce que tu fais avant la lecture ?• Qu’est-ce que tu fais pendant la lecture ?• Qu’est-ce que tu fais après la lecture ?

• Encourage and develop use of reading strategies through modellingand purposeful planning. By discussing and “thinking aloud”,encourage and foster student awareness of the strategies they are using.Some strategies to incorporate into reading activities include:• prediction and questioning• self-correction• word identification• conventions of print• use of the three cueing systems• reflection and critical thinking


Assessment and/or Instructional Strategies Observation

Reading and Viewing


Use observation and anecdotal records to note student ability to:• verbalize strategies used • apply strategies learned

Self-AssessmentHave students reflect on their own use of reading and viewing strategies,using a questionnaire such as the following or Grilles 11a and 11b from theTrousse d’appréciation de rendement en lecture. The questionnaire can becompleted by the student with a partner, in small groups or in a conferencewith the teacher.

Mes stratégies de lecture Colorie les cases.

Parfois ----- Toujours

Je choisis ce que je lis.

Je fais des prédictions avant de lire.

• Je regarde la couverture.

• Je regarde les illustrations.

• Je regarde les titres des chapitres.

• Je lis la quatr ième de couverture .

Je confirme mes prédications en lisant.

Je fais des liens avec mes expériences.

Je crée des images dans ma tête .

Je me pose des questions en lisant des mots:

• Est-ce que cela a l’air correct ?

• Est-ce que cela sonne bien ?

• Est-ce que cela a du sens ?

• Est-ce que cela paraît bien d’après la structure et

l’intention ?

Je saute un mot que je ne comprends pas et je

reviens.

Si je ne comprends pas, je relis.

J’essa ie de résumer le texte dans m es mots.

ConferenceUsing Questionnaires 12a and 12b of the Trousse d’appréciation de rendement enlecture, discuss with students the strategies they use when reading.

Suggested Resources

Reading and Viewing: ProgramDesign and Components- CueingSystems and Reading Strategies,Appendix C

Trousse d'appréciation de rendementen lecture : Immersion françaiseMaternelle - 3e année. Documentd’appui 2002. Grilles 11a et11b,Questionnaires 12a et 12b

First Steps: Reading Resource Book(Heinemann), TeachingChildren ComprehensionStrategies





Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to useresources (printed, non-printed,technological and others) to help themunderstand their reading and viewing.


7.4.1 find information using avariety of sources

Carole, remove italics in “withteacher guidance”


This outcome builds on SCO 6.1.5. Provide opportunities for students tointeract with a wide variety of print resources, to find information and toenhance learning.• Provide opportunities for students to learn how to use a web site or a

computer program to find information and to use resources in theclassroom, such as dictionaries and reference books, maps, illustrations,word lists, etc.

• Provide ongoing, regular exposure to the following types of print andnon-print resources:- des revues - des écrits de l’environnement - des cartes de vœux- des circulaires- des étiquettes- des journaux- des magazines- des modes d’emploi- des posologies- des cartons et des papiers d’emballage- des affiches- des formulaires- des guides (touristiques,télévision) - des enseignes publicitaires- des pièces de théâtre

- des ouvrages de références (dictionnaires, encyclopédies, dictionnaires synonymiques, catalogues)- des logiciels (de lecture et de dessins)- des sites Web sur Internet (with teacher guidance)- des démonstrations- des visiteurs- des excursions- des présentations- des enregistrements - des annuaires téléphonique- des sommaires- des cartes géographiques

Encourage students to use des stratégies de prélecture to help them determinewhich resources will be useful and where to find particular information.• Teach students to identify l’intention de lecture (purpose) as a guide to

assist them in determining which resources will provide information for a “specific need”, e.g. a particular learning need such as a research project.

• Before reading, have students formulate questions so that they can thenread to find specific information or answer their own questions.

• Before reading, have students quickly skim a text to get a generaloverview. What kind of text is it? How is it organized? Do we need toread it from top to bottom, left to right? What do the headings andsubheadings tell us?

• Have students focus on the organizational and visual elements of a text. Why are certain words in bigger print than others? What effect does thecolour of the letters have? Are different fonts used? What does the printunder the photos or illustrations tell us? What do the bullets or numbersindicate? What information is contained in the index or table ofcontents?

• Discuss the graphic supports and print features in a particular text. Through questioning, lead children to an understanding of the role ofthe visual elements such as bold or italic letters, tables, charts, legends,borders and boxes.

Continued...


Reading and Viewing



ObservationObserve and note student ability to:• suggest various types of resources which may be appropriate when

seeking information on a particular topic• locate specific information, using a variety of different resources.

ConferenceQuestion students about the visual and organizational elements of the textsuch as titles, headings, sub-headings, table of contents, illustrations,legends, text boxes, etc. What information do they provide? How are theyuseful in locating information?

PerformanceAsk children to skim or scan the text to locate a specific key word orparticular information. Are they able to locate the word or the section?

Suggested Resources


First Steps: Reading Resource Book(Heinemann), ReadingComprehension and ResearchSkills

A wide range of print and visualtexts, both fiction and non-fiction; the following aresuggested:• Théo et Raphaël (Collection En


(CFORP, ISBN 2894429185)• Collection GB+, Collection Alizé,

Collection Maths et mots etCollection Zap Sciences(Beauchemin)

• Collection Alpha-jeunes, CollectionAlpha-monde et Collection Enavant (Scholastic)

• Collection Domino (Chenelière)• Collection Je lis, tu lis (Duval)• Les Explorateurs (Le magazine

nature des 6-9 ans, BayardPresse,www.abonnement.qc.ca/)

• Hibou et Coulicou (Héritage,offerts en encarts dans lemagazine Enfants Québecwww.enfantsquebec.com/)

• Pomme d’Api Québec, BayardPresse,www.abonnement.qc.ca/)

• Youpi (Le magazine des grandscurieux, Bayard Presse,www.bayardjeunesse.ca)





Reading and Viewing



Outcomes

KSCO: By the end of Grade 3,students will be expected to useresources (printed, non-printed,technological and others) to help themunderstand their reading and viewing.


7.4.1 find information using avariety of sources

Carole, in table on right, pleasetake out capital letters in titles


• Provide opportunities for students to develop skills in using alphabeticalorder, in using tables of contents, indexes, and dictionaries, and inaccessing information from newspapers, magazines, and non-fictionbooks.

• Engage students in activities that would make them aware of and helpthem develop dictionary skills, such as:• alphabetization • word meaning • guide words• gender • singular/plural

• Using children’s literature or other texts, discuss with students thevarious parts of speech. Have students identify various parts of speech,as follows: nouns, verbs, personal pronouns, adjectives. This workshould be done in the context of a text. For example, students shouldsearch within a text for words and classify them according to the partsof speech, such as:

Reading and Viewing


Students will be expected to plan and manage their reading and viewing by applyingstrategies in accordance with their needs and the communication situation.Assessment and/or Instructional Strategies

ObservationUse observation to note student ability to:• participate in discussions• name several possible sources of information on a particular topic• use a variety of resources to find information• locate specific information using text features and organizational

supports (headings, index, table of contents)

Pencil/paper• Have students do a dictionary scavenger hunt, in which they look for

words and record the page on which they are located, and the definition. • Have students do a scavenger hunt with an informational text, during

which they locate specific information and record the page on which it isfound. In a book about animals, have students locate the following sortsof information:• apparence physique• nourriture• habitudes• habitat• mode de vie

Suggested Resources

Chercher, analyser, évaluer(Chenelière, ISBN 2-894616-88-0)

A collection of children’sliterature and other print texts,including magazines, referencebooks such as dictionaries andencyclopedias and appropriatecomputer software or websites.

Le koala (Bayard Jeunesse, ISBN 2-227-73711-5)

Les ours (Banjo, ISBN 2-89579-007-8)

La forêt (Banjo, ISBN 2-89579-012-4)

L'ours blanc, seigneur de la banquise(Coll. Mini Patte, Milan, ISBN2-7459-0285-7)

L'ours blanc (Michel Quintin,ISBN 2-89435-055-4)

Savais-tu ? Les méduses (MichelQuintin, ISBN 2-89435-273-5)

Les animaux nocturnes (ÉditionsUsborne, ISBN 0-7460-4993-5)

Allons à la cabane à sucre (Scholastic, ISBN 0779114124)

Azimut à l'ordi 2 : Ça recommenceet Azimut à l'ordi 3 : Ça continue(Publications Graficor, ISBN2-89242-770-3)

Encyclopédie Encarta, versionfrançaise (Microsoft)

Webencyclo : la premièreencyclopédie gratuitefrancophone sur Internet.www.webencyclo.com/home

http://www.webencyclo.com/home

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