IntermediateCoreFrench - Newfoundland and Labrador · Overview English and French are official languages of Canada. In Canada, therefore the ability to communicate in French is an

Intermediate Core French

Curriculum Guide2007 (Interim)

GOVERNMENTOFNEWFOUNDLANDANDLABRADOR

Division ofProgramDevelopment

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDEi

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

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDEii

TABLE OF CONTENTS

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDEiii

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.

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDEiv

FOREWORD

ACKNOWLEDGEMENTS

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE v

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

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDEv i

The Department of Education also thanks the school districts and teachers for their comments andsuggestions on the earlier version of this guide.

ACKNOWLEDGEMENTS

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE vii

CHAPTER 1 - INTRODUCTION

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 1

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.

CHAPTER 1 - INTRODUCTION

INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE2

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.

CHAPTER 2 - CURRICULUM OUTCOMES


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



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



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



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.


CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7

General and Specific

Curriculum Outcomes

1. Communication

2. Culture

3. General Language Education



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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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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CO 7.7 Identify messagesrepresented in diversemedia contexts.

CO 7.8 Sequence events in termsof time and place.




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CO 7.9 Read aloud with goodpronunciation,intonation, andexpression, short textscomposed of familiarlanguage.


CO 7.10 Read a variety ofresources for informationand pleasure.



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CO 7.11 Create, present, andpublish oral and writtentexts individually and ingroups. (Written texts:25-30 words.)




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CO 7.12 Identify and share themain idea, message, andemotion of a creative

work.





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CO 7.13 Respond creatively tovarious forms of artisticexpression.



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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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C 7.2 Identify personal and localcelebrations, customs androutines.

C 7.3 Identify celebrations,customs and routines offrancophone cultures.



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C 7.4 Recognize the presence ofthe francophone communityin Newfoundland andLabrador.

C 7.5 Identify the contributions ofprominent francophones.



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C 7.6 Use information fromcultural resources tocomplete a task.



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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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GLE 7.2 Use contextual cluessuch as cognates, wordfamilies, and wordassociations to predictmeaning.

GLE 7.3 Use advanced organizersto predict and constructmeaning.




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GLE 7.4 Gather and organizeinformationindividually, and ingroups.





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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.





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GLE 7.8 Recognize theimportance of checkingfor errors.

GLE 7.9 Use the writing processto complete a task.



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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.




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INTERMEDIATE CORE FRENCH - A CURRICULUM GUIDE 43



Curriculum Outcomes

1. Communication

2. Culture







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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CO 8.6 Extract specificinformation from oral,written, and visual textsto complete meaninfultasks.



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CO 8.7 Identify and analyzemessages in diverse mediacontexts.

CO 8.8 Recount events in termsof time and place.



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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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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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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.



ResourcesAssessment







C 8.1 Recognize that Canada isofficially a bilingualcountry.

C 8.2 Identify and sharepersonal and localcelebrations, customs androutines



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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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Record observations.








GLE 8.3 Use advance organizersto predict and constructmeaning.



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GLE 8.5 Apply patterns inpronunciation, spelling,phrase structure, andother conventions toimprove oral andwritten communication.




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GLE 8.7 Use a model tocomplete oral andwritten tasks.





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GLE 8.10 Use oral presentationstrategies (voice,music, sound, gestures)to enhancecommunication.

GLE 8.11 Apply features of printtext (font, colour,headings) to publishedworks.


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.



ResourcesAssessment


INTERMEDIATE CORE FRENCH - A CURRICULUM GUIDE72





Curriculum Outcomes

1. Communication

2. Culture







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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CO 9.6 Extract specificinformation from oral,written, and visual textsto complete meaningfultasks.



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CO 9.7 Identify and evaluatemessages in diverse mediacontexts.

CO 9.8 Describe events in termsof time and place.




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CO 9.9 Read aloud with goodpronunciation,intonation, andexpression, short textscomposed of familiar andnew language.


CO 9.10 Read a variety ofresources for informationand pleasure.



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CO 9.12 Critique, following amodel, a creative work.





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CO 9.13 Respond creatively andcritically to variousforms of artisticexpression.





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C 9.1 Identify the advantages ofknowing both officiallanguages in Canada.



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C 9.2 Identify and discusspersonal and localcelebrations, customsand routines.

C 9.3 Compare their owncelebrations, customs, androutines to those offrancophone cultures.




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C 9.4 Recognize the presence offrancophone cultures inCanada and elsewhere

C 9.5 Identify and discuss thecontributions of prominentfrancophones.





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C 9.6 Use information fromcultural resources tocomplete a task.





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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.




GLE 9.3 Use advance organizersto predict and constructmeaning.



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.




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.



GLE 9.5 Apply patterns inpronunciation, spelling,phrase structure, andother conventions toimprove oral andwritten communication.




ResourcesAssessment







GLE 9.7 Use a model to completeoral and written tasks.





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GLE 9.10 Use oral presentationstrategies (voice, music,sound, gestures) toenhancecommunication.

GLE 9.11 Apply features of printtext (font, colour,headings) to publishedworks.




ResourcesAssessment





CHAPTER 3 - INSTRUCTIONAL ENVIRONMENT

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.



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



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



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



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)



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.



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.



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.


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.



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



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



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



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



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



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)



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



Performance Level

4 - Strong

5 - Outstanding

1 - Very Limited

2 - Limited

Criteria

3 - Adequate

75% of words correct

60% - 74% 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.



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.


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



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.



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.



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



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



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



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.




CHAPTER 6 - RESOURCES

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



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



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



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



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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Documents

IntermediateCoreFrench - Newfoundland and Labrador · Overview English and French are official languages of Canada. In Canada, therefore the ability to communicate in French is an