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Mme G.C. -Work in Progress

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French Immersion

Speaking in French


I had the opportunity to visit a grade 1 / 2 French Immersion classroom. I was really impressed by the way the teacher encouraged her students to speak in French as frequently as possible. She clearly laid out her expectations and taught the students what was expected. Students self assessed and decided when they were doing well and when to improve. There was no question of what should be happening. These are the anchor charts she constructed with her students to help them remember the expectations. (I have added the translation below) Thank you NS for letting me take photographs of your work!!

excellent

I speak French all the time to my teachers, French Immersion Friends and in the classroom.

tres-bien

I speak a lot of French with my teachers and in the classroom.

mieux

I use some French words in sentences or when Mme asks me to speak French.

oh-non-1

I speak English a lot. I say simple words in French like “hello” and “goodbye”

class-view

The posters are up in the classroom and also a smaller version on the white board at the front. Students could self-regulate by moving their names on magnets to where they want to be.

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Composing Think Aloud 1e


MIMI Picture Selection.pdf - Adobe Acrobat Pro

Les bisons1

Please follow my power point as I model step by step a composing think aloud for grade one/two French Immersion.  I used sentences which the students generated with the help of their teacher.The cloud bubbles are my thinking which I explained to the students. I showed the children how I combined sentences through colour coordination things that were the same. At the end of the model, each student illustrated the paragraph. That gave me an idea of how much detail they understooddrawing

Language Inquiry in a Grade 2/3 split


2013-11-05 09.05.15 HDR

I had the opportunity to spend some time with a master teacher  in her grade 2/3 French Immersion split. Merci EK for sharing your knowledge, classroom and students.

As most of my readers are English speaking, I will post in English. The ideas I share will work in any language.

The teacher has been working with an elephant photo to do an French Language Arts inquiry on elephants . This inquiry incorporated essential components of teaching reading including word work , sentence work, paragraph writing as well as developing many questions in regards to social studies and science.

Elaine 3

The words were chosen by the students after much discussion and many read alouds by the teacher.

Here ,the students are working on word properties . Their teacher has paper bags full of word study activities which are stored on the bulletin board. The children are allowed to choose the word study activities.

2013-11-05 08.56.56Elaine 2 Elaine 1

The students each created a non-fiction sentence which were typed up by the teacher. Each student has a set of sentences to practice fluency with,as well as to classify and use to put together their own paragraphs.

2013-11-05 09.05.09 HDR
Students classified sentences in preparation for creating paragraphs.

Elaine 4
The teacher modelled how first with a composing think-aloud and a class paragraph was created .

2013-11-05 09.18.31 HDR

Here are some of the students’ paragraphs.

2013-11-05 09.21.58 HDR2013-11-05 09.44.172013-11-05 09.43.24

Students were also working on computers to write about their learning trhough the use of photo story .

2013-11-05 09.59.542013-11-05 09.59.09

Many books are necessary to take on an inquiry process such as this. It takes time and planning to bring it all together but the resulting student learning and engagement is really exciting.
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2013-10-15 08.31.05

I originally posted this anchor chart for English classrooms. I was so happy to see this posted in a French Immersion classroom I recently visited. I particularly liked the way the teacher linked it to “faire les liens” thus incorporating comprehension strategies. Thank you NS for sharing!!

 

Paris-Chien


Image

This is an entertaining picture book which tells the story of a dog. It is about moving, fitting in and learning a second language.The French words in the story are also in the glossary. A great read for most kids but I think French Immersion students could really relate to it.

Jackie Clark Mancuso (Author)

 


We had a few exciting days in our division. We invited the kindergarten, grade one and two  teachers down to Central Office to spend grade alike half days  together, sharing ideas for teaching word work, sentence structures ,think alouds, talk alouds for writing ,writing continuums and choosing PWIM photos with curricular connections. Teachers chose 4 of the 6 stations to go to and add new ideas to their repertoire. Each station had a little “take away” such as book marks, and other useful handouts.There was even a French Immersion section where we discussed adaptations for teaching in a second language. The room was set up in a bright,easily accessible way. Many positive comments came from this day of sharing. Thanks to the Literacy team for all the hard work!!

French Book Mark-decoding


I translated this bookmark from an English bookmark I saw a few months ago.  I wish I could credit the teacher who made the original. Teaching students how to use a bookmark really helps them to learn how to care for books . I like to change bookmarks regularly so that I am always setting new purposes for reading. This bookmark is for decoding.

Once the strategies have been taught it is a very useful tool for silent reading as well as take home reading. Colour copies ( two to a sheet) are worth printing at staples and laminating. The English translation could be on the back for the take home reading .

Remember this is only for the VISIBLE side of reading. Don’t forget that important invisible side-comprehension!!!

Sentence Tips Phase 4 PWIM/MIMI


Sentence Tips

  •  Talk about the picture for several days before shaking out words.
  • Do many read alouds to add interest and information.
  • Model sentences with alternate sentences starters and punctuation(read aloud from mentor text and model your own)
  • Build an anchor chart before you shake out sentences-brainstorm what they see-get as many ideas as you can

Our Photo Study

 

 

  • What is in the photo
  • details
  •   Verbs in the photo
  • When is this happening

 Shake out

  • Print each sentence on chart paper as the students are watching.
  •   Print big enough so that everyone can see.
  • Number each sentence.
  •  Write the student name at the end of each sentence in a smaller font.

1. The little boy is wearing a plaid shirt.       Brian( I can’t make it smaller!)

  • Alternate the colour of each sentence with different coloured markers.
  •  Dig a little deeper for meatier sentences by asking  questions such as  where, how,… I.e. I see a man. Where is the man? What is he doing? What is he wearing?  Use the anchor chart you built together to help you.
  • Don’t accept grammatical errors-be kind “sometimes we say that but when we write we say…”
  •  Type up the sentences with names and numbers. Make sure the names are not the same size as the sentence. Each student should get a copy.
  • Identify each student set by having the student print their name or initials or number or colour on the back.
  •  Store the sentences in a location that is easy to access.
  •  Use your sorting mat when classifying
  • After several days of classifying brainstorm possible categories for paragraph writing

LGC 2012

Teaching Questioning in Kindergarten


We were working on the strategy of questioning. Here are the  two books I read to the kindergarten class. Snow by Uri Shulevitz was day one and Stella  Queen of the Snow by Marie Louise Gay was day two. Both books were fabulous. The children were really interested in the stories, the illustrations were captivating and there wasn’t an overload of text. They had so many questions and loved that their questions were being written down on the anchor chart we had made called before /during and after .Once we were finished each story, we checked off the questions that we had answered and then talked about the ones that weren’t answered directly. We talked about the fact that sometimes when we are reading, our questions aren’t answered and that’s ok. Sometimes it does matter and we have to go looking for the answer. This is more in informational text and we will go there next. Both books are  available in French for all you French Immersion teachers. La Neige and Stella, reine des neiges-souple

Here I am reading Snow to the kindergarten class. The chart paper beside me is the anchor chart we built together. When do we ask questions? Before, During and After Reading. I got most of my ideas for teaching questioning from Tanny McGregor’s Comprehension Connections and Debbie Miller Teaching Reading with Meaning.

On the floor beside me is the thought bubble I was using. When I thought of a question, I picked up the thought bubble, put my face in the hole and asked a question. I will admit I felt ridiculous at first…But the children loved it and it really was a great visual for them to distinguish between what I was reading and what questions I was asking about the story.

The second day, I read Stella Queen of the Snow This time, the children would put on the thought bubble and ask their questions. We practiced “I wonder…?, How…?, Why…? and what if…? They were so excited that their questions were important and that they got to use the thought bubble. We took a photo of each student, printed their question into the bubble  and posted  the photos on a bulletin board. We called it “We are asking questions…” Many of the older kids from other grades are coming by to read the kindergarten questions. Our next move is to do some questioning in non-fiction (informational) text.

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