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Listening and Speaking

Français in Primary French Immersion: Kindergarten 73



74 Français in Primary French Immersion: Kindergarten

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

Outcomes

KSCO: By the end of Grade 3,students will be expected to obtaininformation, ideas, opinions, keyfeelings and a global sense from anoral text.

SCOs: By the end ofKindergarten, students will beexpected to:

3.1.1 recall literal details fromsimple oral texts

3.1.2 follow simple instructions

Suggestions for Teaching and Learning

Children must be exposed to a rich variety of language, presented incontext. Visual or concrete support is provided whenever feasible;nonverbal aids such as gestures, mime or exaggerated intonation arerecommended. The overall aim of global comprehension necessitates theuse of a variety of strategies to ensure comprehension by all children.

• Model oral language spoken clearly and naturally.• Model procedures for good listening, i.e., sitting quietly, hands on lap,

looking at the speaker and thinking about what he/she is saying.• Introduce new vocabulary gradually. Repeat key words in a given

context (e.g., Regardez la paille ! Voyez-vous la paille ? C’est une maison depaille ! ).

• Ensure that all students can see the illustrations, as well as teachergestures and facial expressions. Ensure that all students can hear yourvoice, as you read/reread text, pointing to words.

• Change the tone of voice to indicate different characters and feelings.• Praise student responses, comprehension, efforts and cooperation.• Use puppets to communicate with students, and encourage students to

use puppets to communicate with others.• Have students dramatize familiar stories, e.g., Les trois petits cochons, Les

trois petits chats, Cendrillon, La petite poule rouge. Use props to enhancedramatization and comprehension. Have students learn the various rolesand gradually move from group participation to individualparticipation.

• Encourage students to role play or illustrate the beginning, middle, andend of story.

• Use texts which are “true to life” e.g., which happen in the life of a 5year old child, e.g., Au parc (Collection Alpha-jeunes, Scholastic).

• Provide Listening Center resources to enable students to listen tofamiliar songs and stories.

• Provide occasions for students to read or sing to one another.• Provide frequent and varied opportunities for students to demonstrate

their comprehension of an oral text. Comprehension may bedemonstrated through illustrations, paintings, gestures, movement, etc.

Provide students with many occasions to familiarize themselves with“everyday” classroom instructions: Assieds-toi. Pousse la chaise sous la table.En ligne s’il vous plaît. etc.• Provide students with opportunities to give directions to others. Lavez

les mains ! Ramassez les crayons ! Placez les boîtes à goûter ici.• Clarify instructions using concrete examples.• Play games such as Bingo, Lotto, Tout le monde change, Simon dit or

Quelle heure est-il ? Continued ...




Assessment and/or Instructional Strategies

3.1.1 ChecklistNote observations of student listening and comprehension of oral texts.The following is a sample checklist:

Observation• Is the student able to illustrate beginning, middle, end of text?• Does the student retain important information from an oral text? Does

the student identify the main idea and extract specific information from avariety of texts?

• Does the student participate in proposed activities? Does the studentsing, recite with the group and memorise a favourite song? Does thestudent understand instructions in the context of games played? Does thechild participate in class plays? Does the child learn the various roles forclass plays?

PerformanceUse modelling clay to recreate a main character, illustrate a text.

Suggested ResourcesListening and Speaking Activitiesfor Kindergarten, Appendix B

Vocabulaire et structures de baseen maternelle, Appendix B

Songs or chants such as thefollowing, to illustrate the stepsto good listening and toreinforce listening behavior. Les mains sur les genoux.Les yeux qui voient toutJe me concentre...(Sung or chanted to any familiartune.)

A collection of French songs,nursery rhymes, poetry, chants.The following titles aresuggested:• Chansons douces, chansons

tendres (Fides, ISBN 2-7621-2272-4)

• Chansons, rondes et comptinesde mon enfance (ÉditionsEDL, ISBN 2-8469-0084-1)

• Rondes, jeux de doigts et jeuxdansés (Retz, ISBN 2-72562-365-0)

A selection of literature, leveledbooklets and other age-appropriate texts such as thefollowing:• Collection Paul et Suzanne

(Apprentissage Illimitée)• Collection GB+ et Collection

Alizé (Beauchemin)• Collection Alpha-jeunes,

Collection Alpha-monde etCollection Premiers mots(Scholastic)

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

(Chenelière)




Outcomes

KSCO: By the end of Grade 3,students will be expected to obtaininformation, ideas, opinions, keyfeelings and the global sense froman oral text.


3.1.2 follow simple instructions

Suggestions for Teaching and Learning (Continued)

Tout le monde changeStudents are sitting in chairs in a circle. One student is standing in thecenter. There are no extra chairs. Students are given a group to which theybelong, including the student in the middle. Groups names should utilizevocabulary learned (fruits, colours, Christmas vocabulary, etc.) Forexample, in a group of 25 there may be 5 pommes, 5 bananes, 5 oranges, 5poires, 5 ananas. The student in the center says Toutes les pommes, changez !All pommes must stand up and find a different chair to sit in the circle,while the student in the middle is also looking for a chair. When thestudent in the middle finds a chair, the student without a chair will takehis/her place. If the student in the center wants all students to changeseats, she/he says Tout le monde change !

Quelle heure est-il ?One student is the wolf. All the other students are in a line and ask thewolf together Quelle heure est-il, Monsieur le loup ? The wolf responds anumber such as deux heures. The others are obliged to take two stepsforward. This is repeated until the response C’est l’heure de manger ! thewolf then tries to capture some of the others and they become his/hershelpers. The game continues until all students are caught by the wolves. Asa variation, the wolf can respond C’est l’heure de danser, de sauter, detourner, etc. and have the students perform the action.

Faîtes ceci, faîtes celaOne student is the leader and provides instructions which the others mustfollow. Have students practise and use the construction « Tout le monde,faites ceci ». Student instructions could include high frequency verbs suchas marcher, sauter, courir, etc. or focus on theme vocabulary such as jouerde la guitare, jouer au baseball, jouer au soccer.





Observation /Anecdotal RecordsPlay games which reinforce learned vocabulary and require studentparticipation: Place la pomme (la banane, l’orange, la poire) sur (sous, devant,derrière, à côté de) la chaise. Trouve la carte qui montre un petit (moyen,grand) cochon. Donne-moi le crayon bleu (jaune, rouge, orange, violet, noir).Lève-toi si tu portes du jaune (brun, rose, blanc, vert). Cherche trois triangles(cercles, carrés, rectangles) dans la classe. Observe and note student ability tofollow simple instructions and respond to simple directions.

Suggested Resources

Listening Activities forKindergarten, Appendix B

Vocabulaire et structures de baseen maternelle, Appendix B

Mots de haute fréquence,Appendix A




Outcomes

KSCO: By the end of Grade 3,students will be expected to react ina personal way to simple text citingexamples to justify this reaction.


3.2.1 be courteous when othersare speaking

3.2.2 respond to a simple oraltext based on interests,opinions and/or personalexperience

3.2.3 begin to draw conclusionsfrom an oral text usingsupport from the text

3.2.4 respond with sensitivity tothe opinions of others


Engage students in meaningful talk in a variety of groupings: whole class,partners and small groups. Provide time on a regular basis for them to discussexperiences and events in their own lives, such as le temps des nouvelles. • One way of organizing students to share with several partners is to use the

strategy of inside/outside circles. In a group of 18 students, 9 studentsform an “inside circle” in which they face outwards. The other 9 studentsthen form a circle around this circle, and this second group faces thestudents in the inside circle. Partners are facing each other, one personfrom inside, one person from outside. When the task is completed, thestudents in the outside circle take a few steps to the right so that eachindividual is now facing a new partner on the inside. This is a usefultechnique for tasks such as news sharing.

• Use visuals/charts to enhance student comprehension of listening skills and to remind students of appropriate listening behaviour.

Before - I am near the person who is going to speak.- I stop talking and moving.- I place my hands on my laps.- I think about what I already know about the topic.

During - I look at the person who is speaking.- I concentrate on what the person is saying.

After - I ask questions when the person has finished speaking.

Encourage students to respond to stories read or listened to in class. Askquestion which will allow students to make connections with their own lives,their own interests and experiences.• Use the strategy of talking in partners as a way to engage students in

discussion of personal experiences related to a book just read in class.• Discuss texts in terms of characters and feelings. Si tu avais à dessiner cette

page, qu’est-ce que tu y mettrais ? D’après le ton de ma voix, le personnage, est-il fâché ? Est-il content ?

• Ask students to respond to a story by drawing/telling what they like ordon’t like about the story: J’aime _______ . Je n’aime pas _______.

Through use of simple questioning techniques, encourage students to drawconclusions from a text. Boucle d’Or est méchante parce que _____. Boucled’Or est gentille parce que _______ .

Model co-operative behaviour and explore with students what positive/negative language sounds like. Have the class discuss ways of responding toideas/suggestions of others. Provide students with a list of expressions forproviding feedback to others. • Explore feelings and the associated vocabulary.• Teach students to respect the ideas and feelings of others.





3.2.1 ConferenceConference with students as to whether or not they find the steps forappropriate listening behaviour helpful. Do they refer to the charts?

ObservationObserve children in small and large group situations and note theirwillingness to follow the steps for good listening behaviour.

3.2.2 Observation/Anecdotal RecordsNote student use of appropriate vocabulary when responding to a story.

J’aime __________.Je n’aime pas _________.

3.2.4 ChecklistNote student interactions with others. The following is a sample checklist.

Self-evaluation• Have students think about the following:• Do I make right choices? Est-ce que je fais bien ?• Do I listen to others? Est-ce que j’écoute les amis ?• Do I interrupt? Est-ce que j’interromps les autres ?• Do I encourage others? Est-ce que je suis gentil(le) ?

Suggested Resources

Speaking and Listening Charts,Appendix B

Des compliments pour toi et moi,Appendix B

Questionning in the SecondLanguage, Appendix B

First Steps: Oral LanguageDevelopment Continuum(Heinemann), p.29 - 32

First Steps: Oral LanguageResource Book (Heinemann), p.43

Le terrain de jeux (Éducation àl’esprit d’entreprise, Éditions del’Acadie : the Teacher Guideincludes a section on listeningskills)

La coopération : un jeu d’enfant(Chenelière, ISBN 2-7651-0365-8)




Outcomes

KSCO: By the end of Grade 3,students will be expected to react inan analytical way to simple texts byidentifying various elements of thetext.


3.3.1 distinguish betweenvarious types of oral texts

3.3.2 identify the subject andimportant details in avariety of oral texts byanswering questions


Provide opportunities for students to experience a variety of oral texts.First Steps classifies oral text types in terms of newstelling, narrative,description, inquiry (questioning), and classification. These can be foundin a variety of contexts in the classroom, including activity-based sharing,discussion, and partner work. Students should experience a wide variety oforal texts, including songs, poetry and games.• Retelling and posing questions will require much modelling in

Kindergarten, as students learn the vocabulary required to respond totexts. Model questions and answers for students, using qui, qu’est-ce que,où, quand, comment, pourquoi.

• Ask questions that require children to make choices between differenttypes of texts: Is this text... • real/imaginary? • sharing personal interests or facts?• a song or story? • a poem or letter?• news-telling or show and tell? • an announcement or a recording?

• Involve students in decision making when making up “clues”/“rules” fordetermining different types of oral text. C’est un conte de fée parce que...C’est une chanson parce que...

• Provide listening center when students can listen to songs/stores/rhymes/poems.

• Play le sac à partager game in which students have to pose questions todiscover what a mystery object is in a bag. This aids in classification ofobjects.

Engage students in activities where they identify the subject of a song orpoem or the main events in a story. Use questions of a multiple choicetype to help students express their response. Est-ce un poème sur les pommes ? Ou est-ce un poème sur les oranges ou les bananes ?• Play games such as Je vois dans mon œil and Qui suis-je ? to have students

formulate questions.• Use riddles to model questioning for students.• Use role play and dramatization to retell the main event of a familiar story.• Classify and describe attribute blocks according to size, thickness, colour

and shape.• If attending a field trip, have students prepare questions to ask.• Provide opportunities for students to respond to questions (qui, quoi,

pourquoi, où, quand, comment). Make montre et raconte an opportunityfor students to practice these questions.

• Make show and tell an opportunity for students to practice 5 w’s.• Model open-ended questions.• Help students make connections between oral text and visuals.• Point to objects and/or illustrations (montre du doigt) to facilitate

comprehension. Have children demonstrate their comprehension bypointing to characters or details in illustrations.

• Use gestures and tone to aid comprehension.





3.3.1 Checklist• Do students listen with comprehension to various oral texts?• Do students distinguish between oral texts? (e.g., I want to listen to a

story. I don’t want the tape with songs.)

3.3.2 Observation• Observe and note student responses to oral, guided questions requiring

specific answers. Refer to visuals in questioning: Est-ce que c’est le jour oula nuit quand... ?

• Are student able to demonstrate comprehension of a text through a givenmedium (role play, movement, etc.)?

• Observe student participation in games and whether they participateactively.

Conference• Conference with student about their level of comprehension. Est-ce que

Paul est triste ou content ? Pourquoi ?

Suggested Resources

Jeux de questions, Appendix B

La compréhension orale,Appendix B

Les genres et types de textes,Appendix B

Ressources audio et audio-visuelles, Appendix A

Sites Internet pour chansons,comptines, poésies et jeux,Appendix A

First Steps: Oral LanguageResource Book (Heinemann)

A collection of French songs,nursery rhymes, poetry, chants.The following are suggested:• Chansons douces, chansons

tendres (Fides, ISBN 2-7621-2272-4)

• Chansons, rondes et comptinesde mon enfance (ÉditionsEDL, ISBN 2-8469-0084-1)

• Musique s’il vous plaît,Berandol Music Limited

A selection of children’sliterature, leveled booklets andother age-appropriate texts suchas the following:• Collection Paul et Suzanne

(Apprentissage Illimitée)• Collection GB+ et Collection

Alizé (Beauchemin)• Collection Alpha-jeunes,

Collection Alpha-monde etCollection Premiers mots(Scholastic)

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

(Chenelière)



Students will be expected to express themselves in order to meet their needs inaccordance with the communication situation.

Outcomes

KSCO: By the end of Grade 3,students will be expected to askquestions in order to clarifyinformation and to broaden theirknowledge.


4.1.1 obtain information byasking simple questions,using basic structures andappropriate vocabulary


As indicated in SCO 3.3.1 and 3.3.2, questioning or inquiry is animportant element of oral language development. Students should be ableto formulate questions according to their needs. Ensure that studentshave multiple opportunities to engage in activities which requirequestioning. Such activities were indicated in SCO 3.3.1 and 3.3.2,including reference to questioning games. Various structures should bemodelled in the classroom in Kindergarten, and will eventually becomepart of students spoken vocabulary. These include the followingstructures:

Comment ça va ? Ça va bien ? Comment t’appelles-tu ? Puis je ...Est-ce que je peux ... Où est ...Quand ... Qui ...Pourquoi ... Est-ce que ...Veux-tu ... Est-ce que tu veux ...Combien de ... Qu’est-ce que ...Qu’est-ce que ... Y a-t-il ...Est-ce qu’il y a ... Quel âge ...

It is important that students feel comfortable asking questions regardingtasks, as their comprehension of a particular activity and theirunderstanding of vocabulary will be further enhanced by questions thatthey or classmates pose.

• Provide frequent opportunities for students to listen to differentmodels for asking questions during les nouvelles, story time, classroutines. These can be incorporated into the daily routine, forexample,

• Où est ton livre ?• Qui est derrière la chaise ?• Est-ce qu’on met les crayons dans ce panier ?• Quelle est la date aujourd’hui ?• Paul n’est pas content ?• Qu’est-ce qu’il a dit ?• De quelle couleur est ton crayon ?





4.1.1 ObservationObserve student’s ability to pose questions in order to obtain information.The following is a sample checklist:

ConferenceAsk simple questions to the student to determine comprehension: Commentt’appelles-tu ? Quelle est la date aujourd’hui ? Comment ça va ? De quellecouleur est ton sac d’école ?

Suggested Resources

Questioning in the SecondLanguage, Appendix B


Vocabulaire et structures de baseen français pour la maternelle,Appendix B


First Steps: Oral LanguageResource Book (Heinemann),Inquiry

First Steps: Oral LanguageDevelopmental Continuum(Heinemann)




Outcomes

KSCO: By the end of Grade 3,students will be expected to expressideas, feelings and opinions.


4.2.1 use learned expressions andhigh frequency vocabularyto convey a message


In Kindergarten French Immersion, French is always used for generalclassroom communication, and as the language of instruction. A goodfoundation in basic French vocabulary and structures for students is ofgreat importance. The quality and quantity of language input and theopportunities for language output govern the acquisition of language andprovide the linguistic foundation from which students will be able toproduce expressive language in French. Basic vocabulary and structures aredeveloped in the context of meaningful activities throughout the year.

Listening and speaking are interrelated. Before attempting to speak,children in a French Immersion program will require many opportunitiesto listen to good language models. In the beginning stages, children willlisten to models of the French language and respond in English. Duringthis period, children will absorb a great deal of language by listening tomodels of a wide range of texts, including songs, stories, poems,instructions. Some children may re-use a word or expression immediatelyupon hearing it, while others will prefer to listen for a longer time beforeattempting to speak. Over time, as more vocabulary is assimilated,children will begin to insert French words and expressions into theirEnglish sentences until entire utterances are in French.

The teacher has the important role of creating an environment in whichstudents feel comfortable in taking risks in using their second language.Constant encouragement is necessary, and all student efforts to expressthemselves in French should be valued and celebrated. Errors should alsobe celebrated, as they are indicators of the effort shown in the child’sspoken language.

A list of vocabulary and basic structures has been provided in Appendix B.The list includes greetings and polite expressions, verbs, generalvocabulary, adjectives and adverbs and other terms. This list should beconsulted to ensure that the vocabulary is being incorporated regularlyinto the language of the classroom. Students in French ImmersionKindergarten are expected to understand most vocabulary and structuresfrom the list, and teachers should encourage students to incorporate asmuch of the vocabulary as possible into their own speech. The list is meantas a guide, and teachers should feel free to add to it. Appendix A and theTrousse d’appréciation de rendement en lecture also include lists of highfrequency words which would be part of the everyday language of theclassroom.

Basic vocabulary should be reviewed regularly in class and may bereinforced at home. A visual dictionary or illustrated word list for themesand topics covered in class can be used as a school reference as well as forhome practice and review. Alternately, a bank of illustrations could bepaired with a tape recording of the French vocabulary for use in thelistening center or at home. C’est un carré. G

C’est un cercle. F Continued...





4.2.1 ObservationThe following is a sample checklist:

Self-evaluationA self-evaluation such as the following can be done during a conference:

Suggested Resources


La trousse d’appréciation derendement en lecture :Immersion française Maternelle -3e année. Document d’appui2002. Liste de mots fréquents

La compréhension orale :Activités pédagogiques,Appendix B

Games and activities toreinforce vocabulary• Montre et raconte• Espion• Dans mon panier, il y a ...




Outcomes

KSCO: By the end of Grade 3,students will be expected to expressideas, feelings and opinions.


4.2.1 use learned expressions andhigh frequency vocabularyto convey a message


In context, students should be able to insert words and expressions intotheir everyday speech. Questions such as Est-ce que je peux aller aux toilettes ? and Est-ce que je peux boire de l’eau ? should be part of dailyroutine. After repeated readings, students should be able to dramatize partsof a very familiar story, reciting parts of the story. For example, thestudents should be able to say Petit cochon, petit cochon, laisse-moi entrerdans ta maison ! after many interactive shared reading sessions with Les troispetits cochons. Repetition of games, action songs and rhymes serve toreinforce French vocabulary and expressions, and will enable students tobegin to express themselves in French.

Students are often motivated to talk about what is closest to them and totheir experiences. Have students bring in a picture of their family and talkto other students about it. Expect them to use vocabulary associated withfamily. Or have students bring along a favourite object or toy and presentit in a Montre et raconte context.

Have students use puppets to improvise a short dialogue or present a playin a context with which students are familiar. For example, the puppetscould sing a song or play a familiar game or tell a story such as Les troispetits chats, Les trois ours, or La petite poule rouge.

Prompt students to use French vocabulary when expressing themselves.For example, if students say « Madame, I’m going to get my lunch box »,the teacher can prompt the student to use the french term boîte à dîner, bysaying Tu cherches ta quoi ? Bravo ! C’est ta boîte à dîner que tu cherches !

Early in the year, introduce l’ourson français, a teddy bear, to the class.Appeal to the students’ imagination. Explain to them that this mascotwants to be friends with the boys and girls in the class, and would like tovisit them at home. Each day, the mascot will whisper in the ear of theteacher the name of a student who has made an effort to speak in Frenchduring the day. The student will then be allowed to take the mascot homethat evening. It is important to emphasize effort, as those who areexperiencing difficulty expressing themselves in French will also berewarded with a visit. The next day, have the student describe the bear’sadventure to the class.

Other classroom puppets such as Cricoli (la marionette) can be presented asbeing French-speaking only. Whenever they are out, only French can bespoken. Children who want to use the puppets must speak French.





Observation /ConferenceObserve students as they interact with classroom puppets or the classmascot. Do they use French structures and vocabulary in their interactions? Conference with students to explore their use of learnedexpressions and vocabulary.

Suggested Resources

Questioning in the SecondLanguage, Appendix B




A class mascot such as oursonfrançais

Hand puppets for use by bothteacher and students, such asCricoli (Beauchemin)

A selection of children’sliterature, traditional fairy talesand stories, leveled booklets andother age-appropriate storiesand texts, including texts aboutthe family and family members.

Collection Paul et Suzanne(Apprentissage Illimitée)

Monsieur Lapin et le bonhomme(Le français fantastique ISBN0-9693945-1-9)

Monsieur Lapin va à l'école (Lefrançais fantastique, ISBN0-9693945-4)

Le petit bonhomme de paind'épice (Flammarion Père CastorISBN 2081602717)

Boucle d'or et les trois ours(Éditions Usborne, ISBN0-746-05924-8)

Les trois petits cochons (ÉditionsUsborne, ISBN 0-746-05925-6)




Outcomes

KSCO: By the end of Grade 3,students will be expected to shareinformation and find enjoyment ina variety of situations

SCOs: By the end ofKindergarten, students will beexpected to

4.3.1 recite poems and nurseryrhymes, and sing songs in agroup setting


During the Kindergarten year, the inclusion of poetry, rhymes and songs is very important to the second-language learning environment. Not only arepoems, nursery rhymes, comptines and songs great vehicles for providingexposure to a wide range of French vocabulary, they are ideal vehicles forphonological and phonemic awareness activities. As described more fullyin SCO 7.1.6, it is very important to provide children with exposure tophonemes through word play. Phonological awareness skills include:

- hearing the separate words within a sentence- hearing the number of syllables within a word- recognition and creation of rhymes- listening for words that begin or end with the same sounds

• Simple rhyme patterns in stories or rhymes should be highlighted forstudents. Such activities should be fun and enjoyable for students.Game-like activities can involve children in identifying rhyming wordpairs (grise, église) or in identifying a word or phoneme which does notrhyme with several others (e.g., am, stram, gram, pic).

• Traditional songs such as C’est la poulette grise (Chansons douces, chansonstendres) lend themselves well to a focus on rhyming sounds, as well as onother activities:- identifying sounds in various positions in words (beginning, final)- segmenting words into component sounds (/d/ - /o/- /d/-/o/)- manipulating sounds in a word by saying it without its beginning or

end (/o/- /d/ - /o/)- substituting another beginning or end sound (/c/ - /o/ - /d/-/o/).

At the Kindergarten level, the focus should be on oral phonological awareness tasks which require identification rather than production tasks:Quel mot ne rhyme pas : am, stram, gram, pic ? Quel mot commence par /p/ ?• Share with student selections of text which deal playfully with speech

sounds through rhymes. Encourage students to notice or even predictsounds, words and sentence patterns.

• Create word family charts with words from a particular rhyme, story orpoem or from a brainstormed list: e.g., ma, sa, la, gras, chat.

• Present word-pairs and ask students to determine whether or not thewords rhyme. e.g., chat-rat, bois-bon.

• Play “odd word out” where students are presented with four words,three of which rhyme. The students determine which one does notbelong. e.g., sept, violette, bicyclette, quatre.

• Play rhyming words games with cards, where pairs of students matchpictures of familiar rhyming words.

• As speech sounds are presented in class, teachers should create visualassociation for each one, or even a sound personality (Edelen-Smith).The letter “S” should for example, be presented as Sam le serpent qui fait ssss.

Continued...





Observation• Observe student ability to clap out syllables, to identify rhyming words,

and to participate actively in group activities.

• Note student participation and behaviour during oral language work.The following is a suggested checklist:

PerformanceAsk students to identify rhyming words in a rhyme, poem or comptine suchas the following:

C’est la poulette griseQui pond dans l’église.

Elle va pondre un beau petit cocoPour l’enfant qui va faire dodiche.Elle va pondre un beau petit cocoPour l’enfant qui va faire dodo.Dodiche, dodo.

C’est la poulette bruneQui pond dans la lune.

C’est la poulette noireQui pond dans l’armoire.

C’est la poulette blancheQui pond dans la grange (les branches).

(Traditional)

Suggested Resources

Phonological Awareness andPhonemic Awareness, Appendix B

Le manuel phonique (JollyLearning, ISBN 1-870946-98-7)

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

Sites Internet pour chansons,comptines, poésies et jeux,Appendix A

Comptines, chansons et rondes,Appendix B

Sounds Abound: Listening,Rhyming, and Reading (Lingui-Systems, ISBN 1-5599-9394-4)

A collection of French songs,nursery rhymes, poetry, chants.The following are suggestions:

Chansons douces, chansons tendres(Fides, ISBN 2-7621-2272-4)

Chansons, rondes et comptines demon enfance (Éditions EDL,ISBN 2-8469-0084-1)

Rondes, jeux de doigts et jeuxdansés (Retz, ISBN 2-72562-365-0)

Musique s’il vous plaît, BerandolMusic Limited

Comptines, chansons et poésie :www.momes.net

http://www.momes.net




Outcomes



4.3.1 recite poems and nurseryrhymes, and sing songsin a group setting


• Involve students in counting the number of words in a sentence or thenumber of syllables or sounds in a word by clapping, marching in placeor by placing tokens in connected boxes drawn on a piece of paper.

e.g., chat

• Engage students in sound blending activities, where an initial sound isblended onto the remainder of the word. Names of children in the classcan be used for this activity: Ça commence par /s/ et ensuite vient /ammy/ ;mis ensemble ... ça fait Sammy. Variations of this activity can be usedlater in the year, where students blend syllables of a word together, orblend isolated phonemes into a word.

• A classroom puppet who “speaks funny” can review vocabulary itemsfrom a recent lesson or text by saying words sound-by-sound or syllable-by-syllable for students to figure out. Early in the year, visuals of threewords can be displayed, one of which is the word presented by thepuppet. The puppet can confirm or deny the response by picking up thevisual and saying /r/ - /ou/ - /ge/ ... J’ai dit rouge !

• Play Qu’est-ce qui est dans le sac ? with students, saying a word sound-by-sound or syllable-by-syllable. When the word is correctly named, bringout the object or visual! A little song can accompany the game:

Si tu sais quel est le mot, dis-le moi ! Si tu sais quel est le mot, dis-le moi ! Si tu sais quel est le mot, Dis moi donc quel est le mot, Si tu sais quel est le mot, dis-le moi ! (to the tune of If You’re Happy and You Know It)





Observation/Anecdotal Records4.3.1 Observe and note:• student participation in phonological awareness activities• student ability to identify rhyming pairs or the odd word out• student confidence and accuracy in clapping syllables, counting sounds or

blending syllables.

Suggested Resources

Comptines, chansons, rondes,musique, Appendix B

Phonological Awareness andPhonemic Awareness, Appendix B

Les représentation graphiques,Appendix B

Hand puppets for use by theteacher

Structures for Success, Laurieand Spencer Kagan(www.kaganonline.com)

A collection of French songs,nursery rhymes, poetry, chants.The following are suggested: Chansons douces, chansonstendres (Fides, ISBN 2-7621-2272-4)



Musique s’il vous plaît,Berandol Music Limited

http://(http://www.kaganonline.com)




Outcomes



4.3.2 share information and personal experiences to describe a person, place or thing according to various characteristics

4.3.3 engage in dialogue, roleplay, dramatization


Students in Kindergarten will be able to share information, if guidelinesare specific and if they have had previous exposure to necessary vocabulary. This outcome links to SCO 4.3.3 and 5.1.4.• Provide frequent opportunities for students to share in pairs and small

groups. Students can work with a buddy on Les nouvelles and presenttogether, or they can prepare and present a demonstration on how tomake or do something.

• Provide a framework for children to use when presenting a drawing orother object: Voici ma famille. Ça, c’est Maman. Ça, c’est Papa. Ça, c’est_____ . Et ça c’est moi.

• Have students work in partners using the “Timed Pair-Share”cooperative learning structure (Kagan). In pairs, students share with apartner for a predetermined time while the partner listens carefully.Then the partners switch roles.

• Model for students how to connect what they hear to their ownexperiences.

• Model ways of presenting information using a framework or simplegraphic organizers for montre et raconte, les nouvelles, or other activity.

Encourage students to “act out” a well known/favourite story during aread aloud. Involve more than one student at a time. Ask questions whichencourage students to use gestures, facial expressions and words.• Ask questions about the students’ favourite characters in familiar stories.

Relate their “feelings” to those of the character they pretend to be.Quand tu es le chat, comment te sens-tu ? Use visuals to help children tounderstand les sentiments.

• Provide a Dress-up/Drama Center where students can “pretend”. Addclothing, props related to theme and encourage students to have fun.

• Provide puppets and a theatre. Explain to students that the classroompuppets speak only French.

• Teach the dialogue for the dramatization of well-known traditionalstories such as Les trois petits cochons, Cendrillon, Les trois petits chats, andothers. Involve the students in collectively reciting the dialogue for thestories, and gradually increase individual involvement and assignment ofspecific roles.





4.3.2 Observe and note:• student participation in sharing activities• ability to follow a framework or use basic French vocabulary and

constructions

4.3.3 Observation• the ability of children to “become” the character• the use of gestures, intonation and expression• the confidence and participation shown by students• the level of cooperation shown: Do students listen to others? Do students

respect ideas of others?• the language used: Are students able to incorporate learned vocabulary

into the dramatization/role play/dialogue?• articulation: Are students able to articulate clearly?• volume and speed: Are students heard and understood?

Suggested Resources




Puppets and a puppet theatre

A dress-up centre withcostumes, clothing andaccessories

Children’s literature which willserve as a catalyst fordramatization, as well as for adiscussion of feelings. Thefollowing titles are suggested:

Les Zoomies et les sentiments(McGraw Hill, ISBN 0-658-00641-X)

Le petit chaperon rouge(Dominque et compagnie,ISBN 2-7625-8356-X)

Le petit bonhomme de paind'épice (Flammarion PèreCastor, ISBN 2-081-60271-7)

Boucle d'or et les trois ours(Éditions Usborne, ISBN 0-746-05924-8)

Les trois petits cochons (ÉditionsUsborne, ISBN0-746-05925-6)




Outcomes

KSCO: By the end of Grade 3,students will be expected to shareinformation and find enjoyment ina variety of situations.


4.3.4 give short oralpresentations individually,with partners and ingroups


This outcome builds on SCO 4.3.2, 5.1.4 and 5.3.1. Presentations inKindergarten, will take place, in most cases, in English at the beginning ofthe year. It is important for teachers to paraphrase in French, highlightingthe most important words/ideas in French. Have children repeat keywords and phrases. For example: les nouvelles, le calendrier, etc. Oralpresentations at the level should be very short and should give students anopportunity to use the French vocabulary which they have learned.Therefore, the presentation should be based on something with whichstudents are very familiar. The following is an example:• Have students bring along a photo from home, such as a holiday photo.

The teacher can bring one along as well and model for students a simplepresentation, such as the following:

(Holding photo) Voici ma maman.Voici mon papa.Voici mon frère.Voici ma famille !

• Students can use a graphic organizer which has been modelled often bythe teacher to plan their presentation, such as la carte d’information, asshown below:

Early in the year, teachers may model the first column only, as illustratedin the example of the family photo above. As students become moreconfident in their oral expression, other columns can gradually be added.• Discuss how body language is used to communicate and how to use

body language appropriately (including eye contact, facial expressions,posture, personal space, tone of voice, volume, gestures appropriate totarget audience and situation).

• Provide frequent opportunities for students to present skits, songs, plays,poems and dramatizations to other kindergarten classes or to otherstudents in the school, to parents, and to invited guests.

• Provide opportunities for students to engage in choral speaking, recitingpoems as a class while performing accompanying gestures.





4.3.4 Observation• willingness to listen to others • confidence of student• ease with which students speak

ChecklistCheck student ability to:• stay on topic• follow directions• give directions• present information clearly• ask questions• respond to questions• use familiar French words

Self-EvaluationUsing a visual aid, such as the graphic below, conference with students todiscuss a recent presentation. How does presenting to a partner/a group/theclass make them feel? How did they feel about their presentation? What dothey think they can do better next time?

Suggested Resources

Représentations graphiques : Jeplanifie mes nouvelles, Appendix B






Outcomes

KSCO: By the end of Grade 3students will be expected to makeuse of language conventions inorder to communicate in a range offamiliar situations


4.4.1 speak with improvingpronunciation andintonation

4.4.2 begin to use basicgrammatical structures andconventions appropriately

4.4.3 speak with increasingawareness of appropriatevolume, pace and speed


Students in Kindergarten French Immersion need opportunities torespond to French in active ways such as through games and drama.Verbal responses in English are natural and often demonstrate that thechild has understood the French language used. Students usually begin tospeak French by imitating the teacher or other model, and by repeatingbasic structures and expressions as they participate in classroom activities.Appropriate pronunciation, intonation and grammar should be modelledfor students in the language and activities of the classroom. As studentsbegin to communicate in French, emphasis should be placed on themessage they are trying to convey. Errors or inconsistencies may beapproached using the echoing strategy, for example:

Student: Est-ce que je peux aller voir de l’eau ?Teacher: Est-ce que tu peux aller boire de l’eau ? Très bien, Paul ! Oui, tu

peux aller boire de l’eau !• Provide an environment rich in oral language, with varied opportunities

and contexts for students to hear the teacher who possesses native or a near-native fluency and uses standard French.

• Expose students to a variety of French speakers. Guest speakers, films,videotapes, music cassettes and television provide further exposure toauthentic speech.

• Provide opportunities for student to use structures, vocabulary andlearned expressions through situations and activities such as pair andsmall group activities, role play, puppets, brainstorming activities inpairs and small groups, les nouvelles, informal conversations, interviewsand conferences.

• Have students repeat phrases and words in context, immediately uponhearing them. Pair words with gestures when appropriate.

• Encourage students to use basic grammatical structures and conventionsappropriately. Refer to the list Vocabulaire et structures de base whichoutlines specific structures which students should understand in orallanguage by the end of Kindergarten. These structures can beencouraged in students’ oral language, as they begin to speak in French.With support, students will be able to make distinctions betweensingular and plural forms of certain frequently used vocabulary, such asle garçon/les garçons, la fille/les filles. Constant reinforcement andrepetition of correct articles by the teacher should result in correctstudent use. Immediately upon hearing a child say Ma sac d’école est bleu,the teacher should sensitively correct the child by echoing, for example,Mon sac d’école est noir; est-ce que ton sac d’école est bleu ?

• Provide opportunities for students to listen to good language models, inthe context of songs, games, chants, poems and rhymes.

• Provide opportunities for students to practise appropriate volume, paceand speed in pairs and in small groups, using oral texts including songs,comptines, poems, chants, dramatizations and plays.





Observation4.4.1 Observe student production in French to determine their use of

• intonation• liaisons• proper placement of adjectives in learned expressions

4.4.2 Observe student use of French structures and vocabulary in familiarsituations.

4.4.2 ConferenceIn a conversation with the student, focus on several language structures orpoints of grammar which have been introduced and repeated in class in thecontext of activities. For example, determine if the student uses the negativeform correctly, uses basic expressions such as je suis or j’ai appropriately, oruses les for plurals.

4.4.3 ObservationNote student use of appropriate volume, speed and pace for speakingoccasions. As necessary, conference with student to address areas ofconcern.

Suggested Resources


Comptines, chansons, rondes,musique, Appendix B

Ressources audio et audio-visuelles, Appendix A

A collection of French songs,nursery rhymes, poetry, chants.The following are suggestions:

Chansons douces, chansonstendres (Fides, ISBN 2-7621-2272-4)



Musique s’il vous plaît,Berandol Music Limited

Comptines, chansons et poésie www.momes.net

http://www.momes.net



Students will be expected to plan and manage their listening and oral expression byapplying strategies in accordance with their needs and the communication situation.

Outcomes

KSCO: By the end of Grade 3,students will call upon simplestrategies, experiences and previousknowledge to guide their listeningand speaking.


5.1.1 demonstrate effectivelistening skills


This outcome builds on SCO 3.2.1. In second language learning, stronglistening skills are essential to further language development. As studentsprogress through Kindergarten French Immersion, the French orallanguage heard around them in class will gradually be internalized andstudent should be encouraged to insert vocabulary and expressions intotheir English sentences. It is important that students understand how tolisten effectively. It is also important that effective listening be taughtexplicitly.• Discuss rules for effective listening. Allow students to have input in the

rules for effective listening. Model and establish a routine using theserules. Create a chart to display the rules and encourage students to referto the chart before listening activities.

• Teach a song or a rhyme which reinforces the message on the chart. Thefollowing is an example of a chant with gestures: Arrête ! (Hold up hand as if signalling stop.) Regarde ! (Using index fingers, point to eyes.)

Écoute ! (Using index fingers, point to ears.) / / (Clap)Madame (Monsieur) va nous parler ! / / (Clap)

• Provide opportunities for students to listen to a story read aloud by anadult or an older student.

• Have students listen to recorded stories at a listening center.• Provide opportunities for students to experience language games, French

television, videotapes, dramatizations, and computer programs orInternet sites with an oral component.

• Provide opportunities for attentive listening in order to concentrate ondetails. Play cumulative games such as: Quand je vais au marché je metsdans mon panier ... Modify the game to reflect theme vocabulary, forexample Quand je vais à l’école, je mets dans mon sac ...

• Say aloud a list of pairs of words, some of which rhyme. Have studentsindicate by a signal (e.g., raising their hand) if the pair rhymes. Forexample, moi-toi, fille-garçon, bleu-jeu, froid-trois, brun-noir. (See alsoSCO 4.3.1 and 7.1.6.)

• Say aloud a list of words in which one word is different. Have studentsidentify the word which does not belong, such as noir, bleu, jaune,chapeau, tête, pieds, balle, mains.

• Use simple riddles (devinettes) and have students identify the mysteryobject/person.

• Provide opportunities for critical listening of a text. For example, discussa story, nursery rhyme, poem or song in terms of specific questions, e.g.,Pourquoi ? Comment ? Quand ? Pourquoi est-ce que Petit Chaperon Rougeva chez sa grand-maman ?





ObservationNote/observe students ability to listen effectively during presentations.

ConferenceAsk students to describe their strategy for good listening. Are they able totalk about the rules which have been established for the class?

PortfolioCollect dated samples of listening exercises where students were required tocomplete a written task. For example, students may have a picture of ablank snowman and hear the following instructions:

Dessine une carotte pour le nez.Dessine cinq cercles pour la bouche.Colorie deux yeux bleus.Dessine deux mains.

Suggested Resources

Listening Activities forKindergarten, Appendix B


Le terrain de jeux :L’entrepreneuriat de lamaternelle à la 3e année - Guideet cahier d’activités 1 (Éditionsd’Acadie) : the Teacher Guideincludes a section on listeningskills





Outcomes



5.1.2 participate inbrainstorming to developoral vocabulary

5.1.3 select and effectively use appropriate materials tosupport an oralpresentation

5.1.4 demonstrate effectivepresentation skills


At the beginning of every lesson and when introducing new topics, it iscrucial to spend time introducing and developing the French vocabularyassociated with the topic. Daily review of the vocabulary generated inbrainstorming sessions can take the form of games and fun activities, in avariety of groupings. New vocabulary should be written and displayed inthe classroom in a prominent place, with accompanying illustration,whenever possible.• Encourage children to refer to their prior knowledge and experience

during brainstorming activities. Student suggestions will often be inEnglish, with the teacher providing the word in French and havingstudents repeat. Student: We make a snowman in winter. Teacher: Oui,on fait un bonhomme de neige en hiver.

• Use visuals illustrating the topic or theme to help generate languagefrom students.

• Montre et raconte sessions provide an opportunity to develop vocabulary,knowledge, and ability to describe objects.

In the Kindergarten French Immersion classroom, it is important to usevisuals and concrete objects to reinforce the meaning of new Frenchvocabulary. It is also important for students to use visuals and concreteobjects to support them in their oral communication.• Encourage students to use visuals, props, illustrations, frameworks, when

presenting, sharing news.• Organize a calendar where each child has a day to bring and present an

objet. Provide the outline which students will use to develop their oralpresentation (see SCO 5.1.4).

At the Kindergarten level, presentations will be very simple, but it isimportant to give students the opportunity to express themselves invarious contexts, including with partners, small groups and the class. Apositive atmosphere which celebrates student effort is essential. Activitiessuch as montre et raconte, les nouvelles and le calendrier represent occasionsfor presentations at this level, and also provide a context for questioning.

Provide an outline for students to use in developing a simple presentation,such as a Montre et raconte. The following is an example:

Voici mon nounours. Maman me l’a donné. Ce nounours est noir, brun etblanc.

Continued...





5.1.2 Observation/ChecklistNote student willingness to participate in brainstorming activities. Does thestudent participate voluntarily or wait to be asked? Does the student offersuggestions on topic? Does the student appear to have prior knowledge ofthe topic?

5.1.3 ConferenceConference with students following presentations:• What did you find easy to do in your presentation? What did you find

difficult?• Did you forget anything during your presentation today?• How would you present an object next time?• Did you follow the steps that we set out?

5.1.4 Observation Use anecdotal records to note how well students use presentation skills: forexample, does the student:• stand on the spot• look at the class• speak clearly• speak loudly

Conference• Discuss with students what they liked about a recent presentation they

gave. Is there anything they will do differently next time?

Suggested Resources

Représentations graphiques :Montre et raconte, Appendix B Speaking and Listening Charts,Appendix B

Montre et Raconte, Appendix B

Checklist for Oral Presentations,Appendix B




P

A

R

L

E

R


Outcomes



5.1.4 demonstrate effectivepresentation skills

5.1.5 respond to questionsfollowing an oralpresentation


The following acrostic represents the expectations for primary students inpreparing a presentation. Kindergarten teachers may wish to encouragecertain elements of the strategy with students.

arler assez fort

ttendre que les autres écoutent

egarder les spectateurs

entement et avec clarté

xpression

emercier les auditeurs

• Provide students with many opportunities to present to small groups.• Model for students appropriate volume, tone of voice, eye contact, and

body language.

At the Kindergarten level, students are beginning to develop basicpresentation skills, but they need to begin to answer questions about theirpresentation or about something they have presented.• Provide students with opportunities to respond to questions in small

and large groups.• Engage in simple spontaneous exchanges of questions and answers

which encourage students to respond.• Have students think of a question they can ask after a presentation.• Model questioning after a presentation. Demonstrate the difference

between a question and a comment.• Model appropriate volume, pace and tone of voice when responding.





5.1.4 Observation Use anecdotal records to note how well students use presentation skills: Forexample, does the student:

• stand on the spot• look at the class• speak clearly• speak loudly

Conference• Discuss with students what they liked about their presentation. Is there

anything they will do differently next time?

5.1.5 Observation/ChecklistA checklist such as the following may be used to document classroomobservation:

Suggested Resources







Outcomes



5.1.6 use prior knowledge tounderstand an oral text


Before listening to an oral text, it is important to activate students’ priorknowledge and experiences which may be related to the topic.• Engage students in creating a collective tableau SVA (ce que je sais, ce que

je veux savoir, ce que j’ai appris). This will enable students to linkprevious knowledge to new learning, and to formulate questions. Forexample:

*Teachers may wish to use drawings to replace some words in collective charts,as appropriate.

• Provide opportunities which encourage students to relate texts to reallife experiences.

• Encourage students to stop and think about what they already knowabout a particular topic before listening to an oral text. Have them tell apartner what they already know about the topic.

• Model and use think-aloud to demonstrate connecting a topic to priorknowledge. For example, Dans cette chanson, il y a un fermier. Qu’est-ceque c’est, un fermier ? Ah, je sais, un fermier travaille à la ferme avec desanimaux. J’ai visité une ferme. Dans la ferme il y a des cochons, des vaches,des chevaux. Use visuals and gestures to support oral texts.

• Encourage student responses to oral texts and praise all contributions.• Invite students to express prior knowledge through drawing, painting,

drama, cutting and pasting.





5.1.6 PortfolioAfter completing a collective SVA chart, have students complete their ownsimplified version on a particular topic. For example, they may usedrawings instead of words, and include one item under each column.

Self or Peer-evaluationStudents should begin to evaluate their presentation skills. This will requiremodelling by the teacher. Have the students listen to a short presentationwhere the teacher does not speak loudly, slowly and clearly and talk abouthow the table below can show this. Then repeat the performance usingbetter presentation skills. How do the results change? Following a shortpresentation, have students think about their own performance using thetable below.

After a subsequent presentation, arrange peer conferences. Differentiateaffirmative and hurtful language. (Peer conferences should be modelled forstudents previous to independent peer conferences.) The table may bereused in the context of the peer conference.

Suggested Resources







Outcomes

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


5.2.1 use a plan or graphicorganizer to organize apresentation


At the Kindergarten level, students need to have many opportunities toobserve simple graphic organizers being used. Modelling is very important,as is shared writing, in developing an understanding of the purpose anduse of graphic organizers. For example, teachers need to model the use ofgraphic organizers for the presentation of les nouvelles.

Teacher rewording of student newstelling: Ce matin, ton papa a reçu unelettre de ta grand-maman. Elle vient chez toi en avion. Tu es content !

• Encourage students to complete graphic organizer with pictures orillustrations. For example, the student may participate in a sortingactivity, and draw their group of objects in a circle. This can serve as anintroduction to concentric circles, or the Venn Diagram, in whichgroups of objects will intersect. The student would present the followingresponse to the activity:

Voici un groupe de carrés

The tableau en t or T-chart is also a very useful chart for Kindergartenchildren. The following is an example:

• Demonstrate use of key words, checklists, webs, subtitles.• Frequently use group organizers so that students become increasingly

aware of the information they need to focus on when presenting (who,what, when, where and why).





Checklist• Use a checklist to see if a student’s presentation flowed logically from

information provided on group organizer• Use checklists for self, peer, group evaluation

ConferenceDiscuss with students why graphic organizers are used. For example, whydid they draw a circle around their group of carrés ? What information doesthe tableau en t give us?

Suggested Resources

Représentations graphiques, Appendix B

La trousse d’appréciation derendement en lecture :Immersion française Maternelle -3e année. Document d’appui2002.


Inspiration Software site,Kidspiration Sorftwarehttp://inspiration.com/home.cfm

http://inspiration.com/home.cfm




Outcomes

KSCO: By the end of Grade 3,students will be able to identifytheir own strategies.


5.3.1 describe personal strategiesfor effective listening andspeaking


This outcome builds on SCO 3.2.4 and 4.3.4. It is important thatstudents be given the opportunity to reflect on their use of strategies, andthat they be able to explain strategies which they utilize for various tasks.This will require modelling by the teacher in order for students tounderstand how to talk about strategy use. Awareness of strategy use is aneffective way to manage one’s own learning.• Provide frequent opportunities to practise and review strategies for

listening and speaking. Consistently review and enforce class rules forlistening (see SCO 5.1.1).

• Explicitly discuss and model/role play strategies for effective listeningand speaking.

• Ask individual students to verbalize their strategies.

When possible, oral language in French Immersion should be paired withvisuals in order to enhance comprehension of vocabulary. In this context,visuals include gestures, actions, illustrations. It is important that teachersallow for multiple learning styles within the classroom, so that instructionis accessible to all students.





5.3.1 Observation / Conference / Self-EvaluationUse checklists and/or self-evaluation tools to determine a) the strategies students used and found helpful/successful, as well as b) strategies which could be used at a later date.

Portfolio / ConferenceHave students draw an illustration of a good listener, or a good speaker.Ask them to describe their illustration. Are they able to explain what a goodlistener/speaker should do?

Peer ConferenceHave students coach each other in their presentations, and remind eachother of the importance of speaking clearly, loudly and slowly.

Suggested Resources

PARLER strategy, Appendix B

ÉCOUTER strategy, Appendix B


Vocabulaire et structures de base,Appendix B


La trousse d’appréciation derendement en lecture :Immersion française, Maternelle- 3e année. Document d’appui2002. Les mots fréquents

Environmental print and visualreferences, such as adictionnaire murale, word lists,charts, labels, personal andvisual dictionaries, theme words, etc.




Outcomes

KSCO: By the end of Grade 3,students will be able to useresources (print, non-print,technological and others) to helptheir listening and speaking.


5.4.1 use classroom and personaldictionaries and otherreferences to supportlistening and speaking


In Kindergarten French Immersion, the focus is the development of orallanguage. A good oral background is essential to the development ofreading. The Kindergarten French immersion year attempts to provide thisnecessary oral language background within the framework of a print-richenvironment. Visuals should be paired with the written word which somestudents will recognize as reading develops. Written language naturallycomplements the oral language development of the child. Key words,phrases and expressions can be used to accompany pictures, murals ordisplays. Lyrics to songs can be posted in the classroom, objects or pictureslabelled, familiar poems or comptines written out and illustrated, themedictionaries created. Print should be integrated into all oral activities. • Provide a visually rich environment (teacher-made or student-made).

Label items in the classroom, such as the tables, calendar, windows, etc.It is particularly important to have students’ names posted by their seat,as well as on a chart or word wall so that students can refer to them ineveryday activities.

• Integrate labels, charts and word walls/word lists in a variety of activitieswhich relate to written/spoken French.

• Use illustrations of learned vocabulary in the context of various gamessuch as Bingo, matching, Lotto.

• Create a classroom bank of illustrations which demonstrate vocabularylearned. Use the illustrations for games, for sorting, for sentences, forflash cards, or for creating visual dictionaries for home practice.

• Have students create small, individualized booklets based on a particulartheme. For example, during Valentine’s preparations, students can maketheir own booklet of J’aime, which includes illustrations and vocabulary.

• Display lists from brainstorming sessions so that students can refer tothem as necessary. They may wish to copy a word in their journalwriting or other activity.

• Use rebus stories in which words are replaced by pictures/illustrations.





5.4.1 Observation• Observe whether students use the visuals in the classroom in their

speaking and listening.• Observe student ability to use illustrations of vocabulary in context, for

example, in memory games.

ConferenceHave students “read around the room” or use a more specific vocabularybank and have students identify illustrations in French.

Suggested Resources

PARLER strategy, Appendix B

ÉCOUTER strategy, Appendix B


Vocabulaire et structures de base,Appendix B


La trousse d’appréciation derendement en lecture :Immersion française Maternelle -3e année. Document d’appui2002. Les mots fréquents

Environmental print and visualreferences, such as adictionnaire murale, word lists,charts, labels, personal andvisual dictionaries, theme words, etc.

listening and speaking - newfoundland and · pdf filelistening and speaking ... gestures and...

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