PICTURE OF PRACTICE FOR GRADE 6 FRENCH

1. QwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbjlQwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbjl qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbjl Qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbjl opasdfghjklzxcvbnmqwertyuiopasdfgh PICTURE OF PRACTICE FORGRADE 6FRENCH Arla Strauss and Carole Bonin Curriculum Consultants for Basic French Bureau de l’éducation française Éducation Manitoba arla.strauss@gov.mb.ca carole.bonin@gov.mb.ca

2. PICTURE OF PRACTICE FOR GRADE 6 French The categories on the new provincial report card for French clearly illustrate the competencies to be taught and to be evaluated: oral communication, reading and writing. The accompanying document, Picture of Practice, aims to define the importance of emphasizing oral communication and the explicit teaching of reading and writing within the literacy-based approach. Additional information can also be found on page 53 in the document Manitoba Report Card Support Document, Partners for Learning, Grades 1 to 12.

3. Vision and Goals of French The French course aims to provide all students in Manitoba with quality French instruction which enables them to communicate in The French language and to appreciate francophone cultures. The goals of the course are to give students the opportunity: • to acquire the necessary language skills to communicate in French; • to value the learning of French as a tool for personal, intellectual, and social growth; • to demonstrate an appreciation of Francophone cultures; • to further develop intercultural communication skills to benefit today’s global citizens.

4. Guiding Principles • The course focuses on authentic communication, based on students’ interests and experiences. • A literacy based approach supports increased language proficiency; teaching methodology follows the cycle of speaking-reading-writing, with a particular emphasis on oral communication. • Profiles and exemplars in language competencies guide student progress and teacher planning. • French culture is regularly integrated into the teaching and learning of French. • The value of learning about other languages and cultures is fostered.

5. Methodology for Teaching French as a Second Language (English Program) Oral skills are the foundation for learning in Basic French (50% of class time should be dedicated to oral communication). A literacy-based approach beginning with the development of oral skills will allow students to develop good reading and writing skills. On the report card, the teacher uses the information gathered from these three areas to report on the students’ skills and knowledge, placing an emphasis on oral communication. Reading and writing skills are supported by the students’ ability to communicate orally. culture

6. Methodology culture Oral skills: It is important that all communication begin with an oral interaction. The teacher models orally a sentence that stimulates an authentic conversation with the students. During guided interaction, the students use the model to interact with the teacher, further modeling the target sentence. Next, the students will interact with a partner (independent interaction) allowing them to use and reuse the structures. Reading: It is important that reading mirrors the oral conversations that have taken place and that it allows students to accomplish more cognitively demanding tasks. In order to activate students’ prior knowledge, the teacher models orally a sentence, based on the theme of the text that is to be read, which then fosters an authentic dialogue with the students. This interaction between the teacher and the students reinforces the link between oral communication and reading. The teacher also models, in French, the necessary reading strategies. Writing: It is important that writing integrate the knowledge and skills that the students have acquired through oral communication and reading comprehension. In order to activate this knowledge, the teacher engages the students in a discussion based on the writing goal related to the theme. The teacher models the writing process on the board as required, using structures that have already been seen and practiced. Students are now ready to write their own text, using the model as a guide.

7. En route vers le succès langagieren Français de base L’école – le plan et le personnel Niveau : 6e année

8. En route vers le succès langagieren Français de base

9. Report Card Categories and Curricular Links Basic French Support Document: En route vers le succès langagier en Français de base http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/succes/docs/document_complet.pdf

10. Sample Evaluation Rubric of the Final Project for L’école, Grade 6 Évaluation du plan de mon école Je m’appelle _____________________________________ C’est le ___________________ Commentairesde ton enseignant (e): _________________________________________________________________________________________________

11. Ma réflexion personnelle sur mon travail Ce travail démontre que… je peux parler en phrases complètes. Il me faut de l’aide pour… parler avec une prononciation appropriée. Ma réflexion sur la culture… (can be done en anglais) I liked the book Voyages francophones. In Haiti, the students wear uniforms to school. I do not wear a uniform. I am very happy about that. 

12. Basic French Report Card Categories Oral communication: listens and speaks to communicate ideas and to interact with others.

13. Basic French Report Card Categories Reading: Reads for meaning and responds to written text (reading comprehension and written comprehension).

14. Basic French Report Card Categories Writing: Writes to communicate ideas and information.

15. Where and How Do I Comment on the Outcomes for Culture? Within the three categories of oral communication, reading, and writing, cultural experiences should be woven regularly into the classroom activities. Curricular outcomes: General • Become aware of the culture of his own community, the culture of the francophone communalities in Canada and in the world as well as those of other people in Canada and the world. Specific • Recognize the presence of francophones; • Identify elements of francophone cultures; • Appreciate francophone culture; • Describe the similarities and differences between one’s own culture and that of francophone cultures.

16. Where and How Do I Comment on the Outcomes for Culture? Teachers have two choices on where and how to report on culture. In the anecdotal section of the report card, a specific comment can be made in regards to the student’s understanding of an element of culture such as the student’s ability to identify similarities and differences between his own culture and that of a francophone culture. This comment could reflect a comparison in the area of music, food, film, language structures, art, behaviours, school, etc. In the area of local option, Cultural Awareness could be added as a school decision in the learning behaviour section of the report card. For example, one or more of the following could be used: participates in cultural activities, gives his personal reflection on cultural activities, respects cultural differences and recognizes the value of learning French.

17. Resources to Support Assessment and Evaluation in French En route vers le succès langagier en Français de base http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/succes/docs/document_complet.pdf À vos marques, prêts, partez! A Must Have Guide for Teachers, p. 41-46 Annexes- Chantons, bougeons, amusons-nous http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/folklorique_48/docs/document_complet.pdf Strategies for Success, Tools for the Second-language classroom, Nelson Education-chapters 1 & 5 Pathways- Oral Language Development in FSL, Nelson Education www.dref.mb.ca (Resources are available for loan from the DREF.)