in Primary French Immersion Grade Two I Deuxieme annie Interim

321 Pages·2015·22.89 MB·English

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NL - French (Immersion)
ARCHIVE
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in Primary French Immersion
Fran~ais
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Grade Two I Deuxieme annie
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Interim
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Government of
NEWFOUNDLAND AND LABRADOR
Department of Education
Division of Program Development
A Curriculum Guide
2005
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Table of contents
Table of contents
Acknowledgments ...... .. ... ..... ................ .. ....
111
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Section 1: Introduction
Background . ............. .. .... . .. .. ... .. .. ... .. .. ... . 7
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
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Overview ..... ...... ........ .. .... ... . ... ............. 7
Context for Learning and Teaching .. ............... . ........ .. . . 8
The Nature of Learning . ................ . . .. .. .. ... ..... . 9
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The Nature ofTeaching . .. ... .. . . ... . .. ... .. .... ..... ... 10
The Primary Learner in French Immersion . . . . . . . . . . . . . . . . . . . . . . . 11
Literacy in Early French Immersion .. ...... .. ....... ....... .... . 13
I Meeting the Needs of Ali Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Effective Assessment and Evaluation in Early French Immersion . . . . . . . 15
I Section II: Program Design and Components
Essential Graduation Learnings . ... .... ......... .......... 19
Essential Graduation Learnings and the French Immersion Program . . . . 20
General Curriculum Outcomes for the French Immersion Program . . . . . 23
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Franfais Key Stage Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Appreciation of the French Language and Cultural Diversity .. ... 27
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Reading and Viewing .. .. .. .. ... ......... .. ... ...... . ... 32
Writing and Representing ... ... . ... .... .. ................ 34
I MEMORIAL UNlVEf·.~.! TY Section Ill: Specific Curriculum Outcomes
CURRICULUM MATEP.IALS
Overview of Speci fie Curriculum Outcomes
Kindergaten I La maternelle ..... .. .. .. ......... ... .... ... 40
I SEP 2 5 2U06 Grade One I Premiere annee .. .. . .. ............ .. ..... .. . 43
Grade Two I Deuxieme annee .... ............... .... ... . . 46
Grade Three I Troisieme an nee . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
CENTRE
I OF NEWFOUNDLP..t 10 Four-Column Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Specific Curriculum Outcomes (SCOs):
Grade Two I Deuxieme annee . ..... . . ......... . ....... ..... .. . 53
I Appreciation of the French Language and Cultural Diversity . . . . . 55
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Reading and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Writing and Representing .. .. .... .. . ... . ..... .. ...... .. . 153
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Section IV: Appendices
Appendix A: Appreciation of the French Language and
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Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Appendix B: Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Appendix C: Reading and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
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Appendix D: Writing and Representing .......... ..... ......... 301
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Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Franr;ais in Primary French Immersion: Grade Two
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Table of contents
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Franr;ais in Primary French Immersion: Grade Two
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Acknowledgements
Ackn ow ledgem ents
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The Department ofEducarion wishes ro rhank rhe members of rhe Primary Franrais French Immersion working
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group for rheir contriburion w rhis guide:
Pamela Bry
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Teacher
Easrern School Disrricr
I Cecilia Bungay
Easrern School Disrricr
(Program Implementarion Specialisr, Burin Peninsula School Disrricr 2003 - 2004)
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Carol Ann Fagan
Teacher
I Easrern School Disrricr (2002 -2004)
Barbara Girardin
Teacher
Wesrern School Disrricr
Jeanette Laaning
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Teacher
Easrern School Disrricr (2004 -2005)
I Daphne Mercer
Teacher
Easrern School Disrricr
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Tina Maloney
Easrern School Disrricr
Program Development Specialisr, Deparrment of Educarion, (2000 - 2003)
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Marie-Louise Greene
Program Development Specialisr
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Depanment of Educarion
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The Deparrment of Educarion wishes w rhank Ms. Carole Card and Ms. Jillian Newhook for rheir work in rhe
production of rhis document, as well as reachers, program specialisrs and orhers who provided rhoughrful
comments on earlier versions of rhis guide. The Department of Educarion acknowledges rhar publicarions of
I orher jurisdicrions, particularly Alberra, New Brunswick, Nova Scoria and Prince Edward Island were helpful
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Fram;ais in Primary French Immersion: Grade Two iii
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iv Franr;ais in Primary French Immersion: Grade Two
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Section 1: Introduction
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Section 1: Introduction
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Section 1: Introduction
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6 Franr;ais in Primary French Immersion: Grade Two
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Section 1: Introduction
Section I: Introduction
Background The French immersion program is designed for English-speaking students.
Irs aim is to enable students to learn French by studying in French. In
Newfoundland and Labrador, Early French Immersion begins in
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Kindergarten and continues to Grade Twelve. The program offers learners
a better understanding of their own culture and that off ranco phone
communities within a multicultural Canada. This experience enables
I students to look at franco phone cultures with greater awareness and
understanding and encourages acceptance of all cultures, leading to a
better appreciation of human diversity.
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Rationale The ability to communicate in French and English, Canada's official
languages, is a desirable outcome for students in Newfoundland and
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Labrador. The study of a second language is an enriching educational
experience, recognized for its contribution to the social, emotional, and
intellectual development of learners. Developments in cognitive
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psychology have shown that second language study helps develop problem
solving and hypothesis-resting skills, as well as creativity.
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The Department of Education has adopted a set of Essential Graduation
Learnings. These learnings describe rhe knowledge, skills and values which
prepare students for lifelong learning. The Franrais program in Primary
French Immersion links Franrais with rhe Essential Graduation Learnings.
In addition to information on an outcomes-oriented approach, this
curriculum guide provides guidance on teaching, assessment and learning
I resources. The learning resources, both authorized and recommended, and
the suggested strategies for instruction and assessment, help reachers plan
effective learning experiences for students.
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Overview In Newfoundland and Labrador, Kindergarten is the entry point for Early
French Immersion and, for most students, the introduction to the French
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language. French is the language of instruction and, as much as possible,
rhe means of communication in the classroom. In the Kindergarten year,
student comprehension of oral French is an important focus; students may
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begin to produce oral and written French independently as they are
exposed to a variety of learning experiences. In grades Kindergarten to
Two, the program is delivered in French across all subject areas. In Grade
I Three, English Language Arts is formally introduced; however, French
continues to be the language of the classroom.
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Franr;ais in Primary French Immersion: Grade Two 7
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Section 1: Introduction
Context for Learning and Teaching
« Le franr;ais en tout et par tous! >> French immersion instruction is based on the principle that a language
and the material taught in that language are learned simultaneously. In
Early French Immersion, students learn French in all the discipline areas,
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and their developing language supporrs their learning needs in all aspects
of the program.
I French - Language of communication
Effective language learning is intensive. In Early French Immersion,
students must understand French and use it to communicate. It is
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classroom.
Language is acquired in meaningful contexts, with specific purposes for
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communication.
Effective language acquisition is achieved in a global, integrated context.
To promote language acquisition and the development of sophisticated
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thinking, students need to communicate in a variety of authentic,
meaningful si ruations.
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Language and thought are interrelated.
As students' thought processes becomes more complex, they require more
appropriate ways to express their thoughts. Language acquisition is a
gradual process. For this reason, students need m_ilny opportunities for
interaction in which they negotiate meaning and form to refine their
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commumcauon strategies.
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The development of linguistic proficiency requires the use of the higher
mental processes.
I Basic linguistic proficiency means the ability to use language to achieve the
lower cognitive levels of Bloom's taxonomy (knowledge, comprehension,
and application). In order to be able to achieve greater linguistic
proficiency, students must draw upon the mental processes associated with
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reasoning, thought formulation and manipulation, problem solving, and
so on. The use of higher mental processes (analysis, synthesis, and
evaluation) should not be reserved exclusively for older students.
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Teachers as excellent language models.
The teacher's role as a linguistic model is fundamental to the French
I Immersion program. Students absorb the language as they hear it or read
ir. Since the classroom may be the only place where students are exposed
to French, it is essential that teachers demonstrate a superior level of
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8 Franr;ais in Primary French Immersion: Grade Two
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Section 1: Introduction
The Nature of Learning Research has led to an understanding of the following principles:
Learning occurs in different ways. Each srudent has a unique way of
thinking, acting, and reacting. In order to meet the varied needs of
learners, the program requires a variety of learning situations which allow
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intelligences.
Learning is based on and affected by experience and prior knowledge.
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Learning is influenced by the students' preconceptions, personal and
cultural experiences, and by what students already know. In immersion,
the connections between the first and second languages must be promoted,
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particularly areas of transfer. It is important to encourage students to
formulate their own hypotheses in communication situations and to
develop strategies for personal solutions.
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Learning is influenced by the environment.
Students learn better when they feel accepted. The more secure the
I students feel in the learning environment, the more confident they will feel
about taking risks, learning, and developing positive attitudes and positive
self-concept. In French immersion, students must be encouraged to take
I risks in their language use and not fear making mistakes.
Learning is influenced by attitudes.
Students become physically and emotionally engaged when tasks are
meaningful, interesting, and achievable. In aiming to achieve the
prescribed curriculum outcomes, reachers should provide learning tasks
which reflect students' talents and interests.
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Learning is developmental and constructive.
Learning is facilitated by appropriate language and contexts. Student
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comprehension and ideas are gradually expanded and reconstructed as they
develop and improve in their ability to conceptualize. Learning requires
active work in terms of the construction of meaning. This involves
I scaffolding new learning and new skill acquisition on prior knowledge and
expenences.
I Learning occurs through problem identification and solving.
Learning is meaningful when students work independently or in
collaborative groups to identify and solve problems. Learning that occurs
in cooperation with others is a significant source of motivation, support,
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and contextualization. This type of learning helps students to acquire the
basic knowledge, skills, and attitudes they will need to explore increasingly
complex concepts.
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Franr;ais in Primary French Immersion: Grade Two 9
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