Writing and Representing
Writing and Representing
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
247
Writing and Representing
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to compose
and create simple texts of different types
to express their ideas feelings and
opinions
The classroom environment should be a language-rich one where
interesting and enjoyable language activities are provided daily. Students
need daily experiences with oral language, with reading and with writing.
Teachers need to provide relevant examples of language, how it looks,
how it works and how it is used. They need to model writing and other
ways of representing for a variety of purposes.
• Make writing and other forms of representation an integral part of the
curriculum by providing time every day for activities where students are
exposed to different types of texts and to representing and writing for
different reasons. As well, provide daily opportunities for students to
participate in activities where they are themselves engaged in
writing/representing for a variety of purposes:
• using art, drama and writing to express imaginative ideas
• writing invitations to class events
• recording observations (e.g., a class science activity)
• recounting a class activity or field trip
• Provide opportunities that encourage students to write for different
purposes, both shared writing activities and individual writing activities.
Create a supportive environment (modelling, demonstrations, feedback)
that encourages students to take risks with writing/representing.
• At this level, students will use pictures, letters, words (using temporary
spelling) and repetitive structures in their writing.
Provide opportunities for students to develop the understanding that texts
have different styles and language features, and are planned and
constructed differently. Set aside time each day for modelled writing,
shared writing, and independent writing.
Modelled writing: model the writing of letters, invitations, recounts, poems,
greeting cards, journal entries, journal responses and other types of texts; use
the “think aloud” technique to model the process. Model writing and other
ways of representing in order to narrate, to record or express personal ideas
and to express thoughts, feelings, opinions.
Shared writing: provide children with the opportunity to see
demonstrations, participate in a collective writing or representing activity, and
practise writing behaviours in a group before being expected to write
independently; jointly construct a variety of text forms.
Individual writing: give students daily opportunities for independent
writing: journals, recounts, poetry, letters, narratives.
• After a shared reading session, have children illustrate a part of the story
they enjoyed, their drawing accompanied by text (words or repetitive
sentences) and their signature.
• Have children write short repetitive texts independently, for example:
J’aime mon père.
Je n’aime pas les petits pois.
J’aime ma mère.
Je n’aime pas les serpents.
J’aime mon frère.
Je n’aime pas porter les bottes.
J’aime ma famille.
Je n’aime pas le golf.
SCOs: By the end of Grade One,
students will be expected to:
8.1.1 use writing and other
forms of representing to
express personal
experiences and ideas
8.1.2 use writing and other
forms of representing to
record thoughts, feelings
and opinions
Continued...
248
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Writing and Representing
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Assessment and/or Instructional Strategies
Suggested Resources
8.1.1 Observation
Observe and note the ways students use writing and other forms of
representing. Use checklists to note:
• willingness to attempt writing tasks
• comprehension of the writing task (to express ideas, thoughts or feelings)
• presence of basic sentence structure
• formation of letters (upper/lower case, non reversals)
• attempts at correct spelling of modelled text
• correlation of illustration /picture to text
• attempts at creative spelling of unfamiliar text
Les genres et types de texte, Appendix B
Portfolio
Keep dated samples of student writing and other ways of representing.
8.1.2 Observation/Anecdotal Records
Note student attempts to express thoughts, feelings and opinions. Keep
dated samples of students writing and other ways of representing.
Conference
Use conferences to question students about their writing/representations.
The Six Forms of Writing, Appendix D
Grilles d’observation pour l’écriture,
Appendix D
First Steps: Writing Resource Book
(Heinemann)
First Steps: Writing Developmental
Continuum (Heinemann)
Trousse d’appréciation de rendement en lecture
: Immersion française, Maternelle - 3e année.
Document d’appui 2002. Grilles 2 et 14
A collection of children’s literature and
other age-appropriate texts as models
for the different types of writing; the
following are suggested:
• Recueil de lecture, 1e, 2e, 3e (CFORP,
ISBN 2-894429- 18- 5 www.cforp.ca)
• Collection Alizé, Collection Maths et mots,
Collection Zap sciences et Collection GB+
(Beauchemin)
• Collection Alpha-monde, Collection Alphajeunes et Collection En avant (Scholastic)
• Collection Domino (Chenelière)
• Collection Je lis, tu lis (Duval Jeunesse)
• Collection Porc-épic (Curriculum Plus)
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Outcomes
to express their ideas feelings and opinions
SCOs: By the end of Grade One, students will be expected to:
KSCO: By the end of Grade 3,
students will be expected to compose
and create simple texts of different types 8.1.1 use writing and other forms of representing to express personal
experiences and ideas
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
249
Writing and Representing
8.1.2 use writing and other
forms of representing to
record thoughts, feelings
and opinions
8.1.3 convey meaning through a
variety of visual
representations
Suggestions for Teaching and Learning (Continued)
• Use a familiar story as the basis for independent writing. Have students
change the characters, the setting and/or the events of the story.
• Provide children with a template for writing, which they will personalize:
e.g., Un jour ___ est allé _____ . ____ a trouvé un _____ . Plus tard,
______________ . Finalement, ______________ .
• Have students place several pictures in correct sequence. Ask them to
orally tell the story to a partner and then independently write the story.
•- Ask students to write an independent ending to a collective story, after
the activity has been modelled.
• Read a story to the class, but stop before the ending. Have students
write their own ending. During a sharing session, students could share
their work with a small group or with the class.
• In various reading contexts, draw attention to situations where thoughts,
feelings and opinions are being expressed. Provide activities where
students use art, drama and writing to express their own feelings,
opinions and thoughts. Engage children in expressing opinions about
texts in a response journal. Provide a safe and supportive environment
where students feel secure in sharing thoughts, feelings and opinions
which may not be shared by others.
Engage students in activities where they convey meaning in a variety of
different ways, through various visual representations (graphs, diagrams,
pictures, tables, multi-media). Possible activities include:
• labelling the parts of a penguin
• making a diagram of the life cycle of a butterfly
• having students make lists of theme words
• creating a graph of families: How many people in your family? Who
has a brother? Who has a sister?
• representing sequences: how to make a snowman; the life cycle of a
frog; the beginning, the middle, and the end of a story; the steps in a
procedure
• Provide students with a framework to be used in the assigned activity:
9÷9÷9÷9
e.g.,
or un schéma de récit.
• Encourage students to combine print and visuals in their work:
accompany a picture or diagram with a short text, or provide a labelled
illustration or diagram. The visual and the print should complement
each other.
• Provide access to computers and encourage students to work in pairs or
with an older student to create a visual to accompany or to illustrate a
short text. Students can use drawing programs, clipart, and word
processing programs to create their work.
• Provide opportunities for students to share their work and respond to
one another’s representations, in small groups or with the whole class.
• Conference with students about their representing, asking questions and
providing feedback.
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Assessment and/or Instructional Strategies
250
8.1.3 Observation
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Writing and Representing
Observe and note the confidence and degree of independence students
display in conveying meaning through a variety of visual representations.
Portfolio/Conference
Collect completed graphs, diagrams, story sequences. Observe correct
labelling, observe directionality (whether text is placed correctly as opposed
to sideways or upside down) and conference with students to discuss
interpretation of data.
Suggested Resources
Grilles d’observation pour l’écriture,
Appendix D
Trousse d’appréciation de rendement
en lecture : Immersion française,
Maternelle - 3e année. Document
d’appui 2002. Annexe 6
First Steps: Writing Resource Book
(Heinemann), Procedures
A selection of children’s
literature and a variety of texts
which contain visual
representations such as charts,
graphs, diagrams, tables, labels,
sequences.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
251
Writing and Representing
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to write and
create simple texts in order to share
information and engage the audience in
a variety of contexts
Demonstrate through modelled and shared activities, the connection
between written and oral language. Introduce students to various forms
and types of texts through read-alouds, shared reading, and guided
reading. Model the various ways to use writing and other representations
to inform, to report or to record. Model writing in all curriculum areas,
including mathematics, social studies, science and health.
SCOs: By the end of Grade One,
students will be expected to:
8.2.1 use writing and other
forms of representing to
inform, to report, and to
record
Take every opportunity possible to discuss the ways in which different
texts are structured and the type of language appropriate for that form.
Teach students about the features of the various forms: letters, maps,
invitations, simple advertisements, simple timetables, calendars, reports,
instructions, procedures, letters. Provide time every day for students to
engage in shared writing and individual writing for a variety of purposes:
to explain, to inform, to report, to record, to instruct or direct someone to
do something. Provide opportunities for students to use a variety of other
media to enhance their writing: paint, drawings, collages, computer
graphics, etc.
Include activities such as the following:
• Write collective letters, greeting cards, invitations, reports and
explanations; follow up with having students use them as models for
writing individual texts.
• Have students write a message to someone in the class or in the school:
un(e) ami(e) secret(e) or une classe jumelle.
• Ask students to draw and label a map of the classroom, the school, the
neighbourhood.
• Have students work with a partner to write a simple report on an animal
or some other topic of interest.
• Have students record their observations of an activity in science such as
growing crystals, the growth of seedlings, the weather during a particular
week, or an experiment.
252
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Writing and Representing
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Assessment and/or Instructional Strategies
Suggested Resources
8.2.1 Portfolio
Collect dated samples of writing in order to note student progress.
Grilles d’observation pour l’écriture,
Appendix D
Conference
Use conferences to question students about their audience and the purpose
for writing. Do they understand the ways in which different texts are
structured and the type of language appropriate for that form?
First Steps: Writing Resource Book
(Heinemann)
A selection of children’s
literature and a variety of forms
of texts, including
environmental print such as
charts, labels, calendars, lists,
newsletters, collective writing;
the following are suggested:
Mélissa et ses amis (manuels et
livre géant, Collection En tête,
ERPI)
Recueil de lecture, 1e, 2e, 3e
(CFORP, ISBN 2894429185)
Poésies, comptines et chansons pour
tous les jours (Gallimard
Jeunesse, ISBN 2-07-053548-7)
100 comptines (Éditions Fides,
ISBN 2-7621-2082-9)
Comptines à chanter Volume 2
(Éditions Milan, ISBN 2-7459
0737-9)
Collection Alpha-monde, Collection
Alpha-jeunes et Collection En avant
(Scholastic)
Collection Je lis, tu lis (Duval
Jeunesse)
Collection Alizé, Collection Maths et
mots, Collection Zap sciences et
Collection GB+ (Beauchemin)
Collection Domino (Chenelière)
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
253
Writing and Representing
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to write and
create simple texts in order to share
information and engage the audience in
a variety of contexts
Provide daily situations that encourage and inspire students to write for
different authentic and meaningful purposes: to invite guests to the class,
to send messages to parents or other students, to thank invited guests, to
inform others of an event, to report on an activity or research findings, to
explain a phenomenon, or to explain how to make or do something.
SCOs: By the end of Grade One,
students will be expected to:
Introduce students to instructional/procedural text through oral sharing
and through read-alouds and shared reading. Talk about the purposes of
procedural texts and who might use them. Explore the idea of procedures
in a discussion and then orally have students provide the directions for
making or doing something. Introduce students to different types of
procedural texts, such as recipes, simple science experiments, arts and
crafts activities. Provide students with the language necessary for
describing the sequence of steps: en premier ... ensuite ... après cela ... finalement
/ dernièrement ... .
8.2.2 write to instruct someone
to act
• In order to help students understand the purpose and form of written
instructions, model procedures that are relevant to them. On chart
paper, record the procedure necessary for making or doing a particular
activity in class (e.g., simple recipes, science experiments, art projects).
• Model the use of drawing and labelling the steps involved in a
procedure. Use a series of frames to draw and label each step involved.
• Provide a framework for students to use. Have students work with a
partner to write/represent a procedural text, in which they describe how
to make or do something. They could subsequently share their text with
another group, who might even have to follow the directions to make or
do the activity.
• Provide students with the opportunities to develop simple individual
procedures to try out with classmates or at home.
254
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Writing and Representing
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Assessment and/or Instructional Strategies
Suggested Resources
8.2.2 Observation/Anecdotal Records
Use observation, anecdotal records, checklists and student work samples to
assess student writing of procedural text.
First Steps: Writing Resource Book
(Heinemann)
Self Evaluation
Develop with the students a self-evaluation checklist for students to use
with procedural texts.
A selection of children’s
literature and a variety of texts
which include procedures and
instructions; the following are
suggested:
Sample Self Evaluation
Recueil de lecture, 1e, 2e, 3e
(CFORP, ISBN 2-894429-18-5
www.cforp.ca)
Collection Alpha-monde, Collection
Alpha-jeunes et Collection En avant
(Scholastic)
Collection Je lis, tu lis (Duval
Jeunesse)
Collection Alizé, Collection Maths et
mots, Collection Zap sciences et
Collection GB+ (Beauchemin)
Collection Domino (Chenelière)
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
255
Writing and Representing
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to use basic
conventions and increasingly complex
sentence structures in a variety of
situations.
At the Grade One level, students use some known words as well as some
approximations in their writing. It is important to provide lots of language
models such as le dictionnaire murale and un dictionnaire personnel for them to
refer to when writing. It is also important that students continue to
develop an understanding of the necessity to use basic conventions in
their writing. In modelled reading and writing and in shared reading and
writing sessions, draw students’ attention to basic conventions, structures
and forms of the written language. Encourage students to use these
conventions of written language in their own writing:
• conventional spacing between words
• an increasing number of letters to represent sounds (most vowel and
consonant sounds represented)
• an increasing number of words spelled conventionally
• simple sentence structures and word placement
• punctuation (periods, question marks, exclamation marks)
• capital letters for proper names, and sentence beginnings.
• Have students focus on the use of conventions in shared or guided
reading texts (e.g., finding capital letters and generating their own rules
for using capitals).
• Encourage risk taking with temporary spelling, but expect students to
take increasing responsibility for conventional spelling.
• Teach students how to edit/proofread their writing for spelling,
punctuation, and other conventions.
• Set up a classroom vocabulaire mural, which is added to regularly and also
help students develop personal word banks or dictionaries.
• Provide time and opportunity for students to engage in writing and
other forms of representation on a daily basis, choosing topics of
interest to them and carrying some of them through to a finished
product, which they share with an audience such as another class,
parents, or students in another part of the country or world.
• Through shared reading and read-alouds, teach and discuss basic
elements of French syntax and grammar. Provide opportunities for
students to experience and notice basic forms and structures in French
which differ from those used in English: e.g., la pomme rouge ; je le vois ;
c’est à moi ; il m’a donné ; il fait beau; elle a sept ans; ils ont trop froid.
• Use the context of shared writing activities for mini-lessons on French
syntax. Provide visual reminders of particular structures or forms by
using mini-posters or bulletin board displays. As much as possible,
provide a context for the elements addressed.
• Have students use a simple familiar, repetitive text as the basis for their
own writing. Have them keep the same structures but change the
characters or events of the story.
• Use poetry and comptines to reinforce French-language structures and as a
framework for student writing.
• Play guessing games which require students to write "clues" for others
to read. Provide the structures for students to follow. e.g., Cet animal a
des plumes. Cet animal a deux pattes. Cet animal a un bec. Cet animal peut voler.
Cet animal peut nager. Cet animal peut marcher. Qui est-ce ?
SCOs: By the end of Grade One,
students will be expected to:
8.3.1 use some basic
conventions, grammatical
structures and forms
appropriately
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
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Writing and Representing
Assessment and/or Instructional Strategies
Checklist/Portfolio
Complete checklists and collect dated samples to observe and verify use of
basic French structures and vocabulary and use of conventions such as
spacing, capitals and punctuation.
L’élève ______________
date ________________
s’exprime en français
toujours, parfois, jamais
utilise correctement des structures
simples
toujours, parfois, jamais
écrit des phrases complètes
toujours, parfois, jamais
met une majuscule au début et un point à
la fin
toujours, parfois, jamais
écrit certains mots sans fautes
toujours, parfois, jamais
forme bien des lettres
toujours, parfois, jamais
fait des espaces pour séparer les mots
toujours, parfois, jamais
Grilles d’observation pour l’écriture,
Appendix D
Table of Skills: Mechanics of Writing
and Conventions of Print, Appendix
D
The Introduction and Development of
Grammatical Structures, Appendix
B
La trousse d’appréciation de
rendement en lecture : Immersion
française, Maternelle - 3e année.
Document d’appui 2002. Grilles
16, 18a, 18b, Fiche 21
Le sondage d’observation en
lecture-écriture ( M. Clay,
Chenelière, 2002, ISBN 289461-8-7-7)
Classroom visual references
such as word lists, charts,
Conference
personal dictionaries, and a
Conference with individual students to verify concepts of print and to help vocabulaire murale; the following
with correction/editing of written work. Checklists and questionnaires from are suggested:
La trousse d’appréciation de rendement en lecture : Immersion française, Maternelle - 3e
année may be used to guide conference questioning.
Les clés du savoir : Cartes de sons
(Guérin, ISBN 2-7601-6250-8)
Self -Evaluation
Provide students with a checklist to be used with written work.
Les clés du savoir : Cartes de
l'alphabet (Guérin, ISBN 2-760
1-6249-4)
Nom
U
Je mets une majuscule au début de chaque
phrase et un point à la fin.
Collection En tête : Mélissa et ses
amis - Mots étiquettes (ERPI)
J’emploie des mots corrects.
J’écris sans faute les mots qui sont affichés dans
la classe.
Je forme bien les lettres.
Je fais des espaces pour séparer les mots.
Suggested Resources
Liste de mots de haute fréquence, Appendix A
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
257
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to call upon
their experiences, their knowledge and
simple strategies to guide their writing
and representing.
At the beginning of each lesson, topic, and theme it is important to
introduce, develop and review the related French vocabulary. Have
students share words and information they already know, then provide
the corresponding French-language vocabulary and structures. Copy
these on to chart paper, using lists, webs and graphic organizers to
organize the vocabulary items.
• Create a web of words associated with themes being covered.
• Make a list of information and facts the students already know and
then develop a list of what they would like to know. Use a tableau SVA
to help organize the brainstorming session : ce que je SAI S ; ce que je
VE U X savoir ; et (plus tard) ce que j'ai AP P R I S .
• Have children keep a list of theme-related vocabulary in un imagier, un
dictionnaire personnel, or other booklet.
• Display vocabulary lists in the classroom. Label charts, diagrams, and
visuals.
• Create a supportive environment that encourages students to take risks
and to participate actively in brainstorming sessions.
SCOs: By the end of Grade One,
students will be expected to:
9.1.1 participate in brainstorming
activities to explore theme related vocabulary,
expressions and sub-topics
9.1.2 explain the purpose for
writing and identify the
target audience
Use modelled reading and writing and shared reading and writing
sessions to clarify students' understandings of texts being written for a
specific purpose and target audience. It is important for students to
realize that the purpose and audience dictate the form which the writing
takes.
• Use children’s literature and other resources to introduce students to
the various forms of texts through read-alouds and guided and shared
reading.
• Discuss with students the purpose for writing:
• letters, invitations, e-mail - to send a message
• cards - for special occasions (Mother's Day, Father's Day, Birthday,
Thank You, Christmas)
• stories, reports - to entertain, to inform
• procedural texts - to explain how to make or do something
• lists - to enumerate a number of items
• poetry - to entertain, to amuse
• recount - to retell, to remember
• Discuss the concept of intended audience and the importance of
having an audience for a piece of writing.
• Model writing and representing in a variety of forms and then have the
class participate in creating a wide variety of types of collective texts.
• Provide planning sheets or frameworks for students to use when they
are learning new forms of writing.
• Use a collective text or other short text as a text innovation activity.
Have children maintain the structure but substitute words to modify
and personalize the content.
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Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
9.1.1 Observation
Observe student participation in group brainstorming and vocabulary
development and exploration activities.
Représentations graphiques,
Appendix B
Performance
Provide a worksheet on which students write words, sentences and
questions pertaining to a theme.
9.1.2 Conference
Discuss with students their purpose and the intended audience for specific
writing activities.
Performance
Have students write a letter or card to a specific audience for a specific
purpose. Check letters and cards to ensure they are properly addressed
(e.g., Chère Classe de 2e année, Cher Papa, Cher M. Blanc, Chère Mme Rose) and
that their purpose is clear.
Genres et types de textes, Appendix
B
A selection of children’s
literature and texts of different
genres and types; the following
are suggested:
Mélissa et ses amis (manuels et
livre géant, Collection En tête,
ERPI)
Recueil de textes, 1e, 2e, 3e
(CFORP: www.cforp.ca)
Une journée à la mer (Bouton d'or
d'Acadie, ISBN 2-922203- 44-1)
La grand-mère d'Aputik (Soleil de
minuit, ISBN 2-922691-00- 4)
Je veux mon œuf (Mijade, ISBN
2-87142-322-9)
Le ver de terre ( Michel Quintin,
ISBN 2-89435-042-2)
Collection Alpha-monde, Collection
Alpha-jeunes et Collection En avant
(Scholastic)
Collection Je lis, tu lis (Duval
Jeunesse)
Collection Alizé, Collection Maths et
mots, Collection Zap sciences et
Collection GB+ (Beauchemin)
Collection Domino (Chenelière)
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
259
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO : By the end of Grade 3,
students will be expected to call upon
their experiences, their knowledge and
simple strategies to guide their writing
and representing.
This outcome builds on SCO 4.3.1 and 7.1.6. Phonological awareness and
letter recognition contribute not only to reading developm ent but also to
writing development. Children's phonemic awareness, their understanding
that spoken w ords can be divided into separate sounds, is one of the best
predictors of their success in learning to read and is very important in
developing w riting skills.
SCO s: By the end of Grade One,
students will be expected to:
9.1.3 use knowledge of sound symbol relationships to
approximate conventional
spelling
9.1.4 using an increasing number
of words spelled
conventionally
Through modelled and shared reading and writing, and through focussed
mini-lessons, help students develop concepts of sound symbol
relationships. Teach frequent, highly regular sound-spelling relationships
systematically: m, t, s, f, d, r, ch, g, l, h, c(k), b, n, k, v, p, w, j, y, z, ph, qu,
sh and vowels and vowel combinations. Teach each sound-spelling
correspondence explicitly. Explicit instruction m eans that a phoneme is
isolated for the children. e.g., les lettres - eau - disent /o/. A brief practice of
phonemes each day is recommended.
Teachers need to demonstrate exactly how to sound out words. Children
need opportunities to learn the relationships between the sounds of spoken
language and the letters of written language. It is important to increase
children's awareness of the sounds of spoken language and their familiarity
with the letters of written language.
Children need to learn how to divide spoken words into individual sounds
and to blend spoken sounds into words. They need also to learn that
sounds can be represented by letters, and to recognize the most useful
sound-letter relationships. Emphasize selected letter/sound relationships
while writing with, for, and in front of children, building on their current
level of knowledge and skill.
• Provide opportunities for students to engage in word and picture sorting
activities (e.g., rhyming words; words with the same first, last or medial
sound; words beginning with the same letter).
• Play games that involve sound s, rhymes and rhythms.
• Discu ss words and make lists, word banks, or books of words that share
interesting spelling/sound patterns.
• Discuss similar sounds and letter/sound patterns in children's names.
• Demonstrate that certain letters can be combined to form different
sounds [ch-aud] and syllables [cha-peau].
• Dem onstrate writing/spelling strategies such as sounding out w ords [b-at-eau] and breaking w ords into syllables [ba-teau].
• Display alphabet chart and strips on desks.
At this level, students use a lot of spelling approxim ations but they need to
develop a bank of words which they can spell correctly. It is important for
teachers to provide visual reinforcement of high-frequency words and also
to teach strategies for learning to spell new words. Children should be
encouraged to focus on the way a new word looks and to look for letter
patterns in words.
• Create a “word wall” displaying high-frequency words. Label common
objects around the class.
Continued...
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
260
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Writing and Representing
Assessment and/or Instructional Strategies
Suggested Resources
9.1.3 Observation
Observe and note student participation in various activities (groups,
partners, individual activities) and ability to break words into syllables and
to recombine syllables to form words:
• clap syllables to sound out words
• combine syllables to form words
Liste de mots de haute fréquence,
Appendix A
Conference
Conference with individual students to verify phonological awareness and
knowledge of sound-symbol relationships. Checklists 17a and 17b from La
trousse d’appréciation de rendement en lecture : Immersion française, Maternelle - 3e
année may be used to guide conference questioning. Fiche 21 may be used
for analysis of a dictated sentence.
9.1.4 Observation
Observe student use of vocabulary references around the class such as
labels, le dictionnaire mural, and vocabulary lists, to help with their writing.
Note student recognition of words in the list or on labels.
Portfolio
Collect and date student writing samples. Observe the spelling and use the
key indicators from First Steps to assist in determining the child’s level of
spelling development and to identify appropriate classroom activities.
Performance
• Hold a weekly « dictée ».
• Have students write in their journal de bord on a regular basis.
• Have students revise and edit written work using word lists and a
dictionary.
Phonological Awareness and
Phonemic Awareness, Appendix B
Trousse d’appréciation de rendement
en lecture : Immersion française,
Maternelle - 3e année. Document
d’appui 2002. Grilles 17a et 17b,
Fiches19a et 21
First Steps: Writing Developmental
Continuum (Heinemann)
First Steps: Spelling Developmental
Continuum (Heinemann)
First Steps: Spelling Resource Book
(Heinemann)
Les clés du savoir : Cartes de sons
(Guérin, ISBN 2-7601-6250-8)
Collection En tête : Mélissa et ses
amis - Mots étiquettes (ERPI)
Lire en criant ciseaux (CFORP,
ISBN 2-894423-87-X)
Le manuel phonique (Collection
Jolly Phonique, Jolly Learning,
ISBN 1-870946-98-7)
Lettres à un son (Mondia, ISBN
2-921084-52-X)
Conscience phonologique
(Chenelière, 2-89461-372-5)
Sounds Abound: Listening,
Rhyming, and Reading (LinguiSystems, ISBN 1-5599-9394-4)
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
and representing.
KSCO : By the end of Grade 3,
students will be expected to call upon
their experiences, their knowledge and
simple strategies to guide their writing
SCOs: By the end of Grade One, students will be expected to:
9.1.4 use an increasing number of w ords spelled conventionally
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
261
Writing and Representing
9.1.5 use a variety of simple
strategies to gu ide their
writing and representing
KSCO : By the end of Grade 3,
students will be expected to organize
information and ideas using simple
strategies
SCO s: By the end of Grade One,
students will be expected to:
9.2.1 select and organize details,
ideas and opinions relevant
to a topic
Suggestions for Teaching and Learning (Continued)
• Help students build a personal word list or dictionary and expect them to
gradually increase the number of w ords they can spell correctly.
• Encourage students to make attempts at correct spelling.
• Engage students in activities where they find words with the same sound
but different spelling (e.g.,,, beau, chaud, allô !, Thibeault ; jouer, jouet, joué) or
the same spelling but different sounds (e.g.,,, l’hiver, marcher).
• Play games or organize activities which encourage children to focus on
the sounds of words (rhyming activities) or on the sound-symbol
relationships (word family or sorting and classifying activities).
It is the responsibility of the classroom teacher to help children develop a
method for learning to spell new w ords, including high-frequency words.
Other w ords for students to study may come from their w riting (i.e.,,
words they are using but are unable to spell), from theme studies, from
student requests or from classroom word study. Parents should be
informed early in the year of the spelling practices in their child's classroom
and of the ways in which they can help their child and reinforce the
spelling practices of the school.
At this level, students should continue to develop awareness of the various
strategies which are available to assist them in their writing and
representing. Through modeling and “thinking aloud” when writing for or
with students, it is possible to highlight some of the strategies appropriate
for the various stages of the writing process and encourage students to use
these strategies in independent writing. During shared writing and guided
writing sessions, make time for discussion of the various strategies which
students use or which are appropriate for use. Encourage students to
continually increase their personal repertoire of strategies.
Introduce students to the concept of selecting and organizing relevant
details for writing activities. Talk about the purpose of the writing activity
and model the process of determining the types of information to be
included. Use shared reading sessions to show students the ways in which
an informational text differs from a fictional story. Discuss the importance
of knowing ahead of time the type of writing and the audience, as this will
help determine the form and the content of the writing. Provide students
with frameworks or graphic organizers to use.
As a class, choose and organize information from a web or use a
brainstorming activity in order to select and organize the information
necessary for creating a story or preparing a report.
• Use a framework or a graphic organizer to assist with organizing ideas.
• Teach various note-taking strategies when processing information from a
listening, viewing or reading situation. Model use of jot notes, webs,
charts, story maps.
• Have students select and organize ideas, using jot notes, webs, or other
organizers (in groups, pairs and eventually independently).
• Later in the year, encourage students to follow this process to write their
own reports or stories. Provide support for those needing help.
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
262
9.2.1 Observation
Observe and note student
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Writing and Representing
participation in collective activities and in small group or partner activities.
Suggested Resources
Conference
Have students organize information for a report (non-fiction: e.g.,,, Les
papillons) or for a story (fiction: e.g.,,, Le papillon magique). Use conferences to
observe and question students about the process of selecting and
organizing information. Note responses to questions such as Si tu voulais
ajouter cette information, où est-ce que tu la mettrais ?
Représentations graphiques,
Appendix B
Portfolio
Collect and evaluate copies of student work such as completed graphic
organizers, webs, jot notes, reports, stories.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Feuilles de planification pour un texte
écrit, Appendix D
Trousse d’appréciation de rendement
en lecture : Immersion française,
Maternelle - 3e année. Document
d’appui 2002. Représentations
graphiques
263
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO : By the end of Grade 3,
students will be expected to identify
their own strategies for writing and
representing
Metacognition involves the ability to monitor one’s own learning and to
manage and be aware of one’s own strategy use. If the writer is aware of
the strategies which lead to effective w riting and understands when to
apply these strategies, then s/he will be better able to communicate
meaning through writing and representing. A t this level, students should
begin to be able to call upon strategies to help with the writing process. It
is important to model and verbalize these strategies for students and to
allow time for talking about the strategies which they are beginning to use.
SCO s: By the end of Grade One,
students will be expected to:
9.3.1 explain how to choose a
topic
9.3.2 explain how to find
information/generate ideas
9.3.3 explain how to plan their
writing and determine if
they have enough
knowledge/information
9.3.4 describe their own writing
and representing strategies
Use m odelled and shared w riting to help students realize that writers
sometim es need to find their own topic or narrow down a w ide topic. In
independent writing, give students the opportunity to choose their own
topic or to narrow dow n a wider topic, according to their interests.
• As a group, provid e for choice by encouraging students to generate their
own topics, topics of interest to them.
• Provide opportunities for journal writing where children write about and
illustrate their ideas, impressions, feelings and preferred activities.
Student at this level need lots of experiences with the generation of ideas
and with information processing during shared writing activities. They need
to understand clearly the difference between fictional and factual writing
and the different processes by which information and ideas are generated.
Teachers need to provide a variety of experiences for students:
- exposure to informational and narrative texts as models for writing
- using graphic organizers such as a schéma de récit for planning writing
- learning centres with preselected resources and built-in support
- information processing activities such as taking jot notes from a short
factual text (collectively, with a group, with a partner). Demonstrate
for students that factual texts can be used to find specific information,
without reading the whole text.
- use of le tableau SVA as a starting point for different forms of writing
Teach students the reading, viewing and listening strategies needed to
determine if information is useful in answering their questions:
- interpreting pictures, simple charts
- listening, viewing for relevant information
- using text features such as bold headings, captions
• Teach students how to record and organize their information. Model
note-making and organizational strategies, and give students practice in
using graphic organizers as a group, with a partner and individually.
• Dem onstrate how to use information gathered to write sentences.
• Provide opportunities for students to experience a variety of appropriate
ways to share what they have learned, discovered, or created, as a group,
with a partner and individually (i.e., reading a poem, sharing information
in pictures or charts, presenting information orally, dramatizing ).
At this level, students should begin to verbalize the different strategies
which they use in their writing and representing. Keep a class list of
strategies and add to it as new strategies are practised. Encourage students
to talk about these strategies and to use them independently, as w ell as in
group work.
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
264
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Writing and Representing
Assessment and/or Instructional Strategies
Observation
9.3.1 Observe student willingness to participate and to share ideas.
9.3.2 - 9.3.4
Use observation and anecdotal records to note student ability to:
• verbalize strategies used
• apply strategies
année. Document d’appui 2002.
Section 6 : Représentations
graphiques
First Steps: Writing Resource Book
(Heinemann)
Chercher, analyser, évaluer
(Chenelière, ISBN 2-89461-68
8-0)
Observe and note skills and strategies students use at various
checkpoints during the writing process:
• selecting information
• recording and organizing information
• creating a product
• sharing information
Conference
In individual or small group conferences, discuss with students the
strategies they use in the various stages of the writing process. Use this
information to plan mini-lessons on strategies which need focus and
attention.
Suggested Resources
Représentations graphiques, Appendix B
Trousse d’appréciation de rendement en lecture : Immersion française, Maternelle - 3e
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
265
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to use
resources (print, non-print, technological
and others) to help in the production of
texts.
The French Immersion classroom should provide an environment that
encourages literacy development. Language learning must be fostered and
nurtured in the classroom through provision of a print-rich environment
and through daily opportunities for purposeful writing. Students must be
immersed in oral and written language and have opportunities to hear,
read and write French texts daily.
SCOs: By the end of Grade One,
students will be expected to:
9.4.1 refer to a range of texts as
models for writing
9.4.2 with assistance experiment
with technology in writing
and other forms of
representing
9.4.3 begin to collaborate with
peers to clarify ideas
during writing and
representing
Provide opportunities for students to refer to a range of texts as models
for their own writing. These texts could include children’s literature,
simple fiction and factual books, audio and video recordings, television
programs, magazines, labels, French greeting cards, French posters,
advertisements, electronic mail, menus, French plays, songs, rhymes,
poems, and resource people. Reference to First Steps may be made for the
frameworks of various forms of writing. At this level, teachers are
encouraged to expose students to recounts, narratives, reports,
procedures, explanations and exposition through modelled writing,
shared writing and partner and individual writing.
• Use children’s literature or other texts as models for student writing.
Have children modify and personalize a simple text, keeping the main
structures but changing the characters or the events.
• Encourage students to refer to word walls, personal (home-made)
dictionaries, word-banks, brainstorming lists, books, charts, other texts.
• Display charts of comptines, songs, poems, stories (textes géants) which
children have learned or done together.
• Set up a writing center, with a variety of texts as models.
At this level, students will continue to experiment with technology in their
writing. A classroom centre de l’ordinateur can help children develop skills in
the use of drawing or word processing programs.
• Use computer-generated graphics and personal drawings to enhance
writing. Have students prepare a cover page using the computer.
• Demonstrate how to use a word-processor (computer) to compose
simple text (one or two sentences), using temporary spelling.
• Teach students some basic concepts and strategies: how to use a mouse,
how to find lower-case and upper-case letters; how to erase using backspace key; how to use the space-bar; how to use the “enter” key; how to
“save” work; how to use a drawing program.
• Provide opportunities for older students to provide assistance to grade one
students as they begin to use technology for writing and representing.
• Allow time for students to share their writing with others and to receive
feedback from others.
• Provide students the opportunity to work in pairs or small groups during
writing activities, encouraging them to ask questions and to share ideas.
• Help students learn to be active participating members of a group,
asking appropriate questions, giving positive comments.
• Use mini-lessons/modelling to teach students how to give helpful
feedback to others.
• When modelling writing, invite students to respond with questions and
comments; demonstrate how to use such feedback to revise writing.
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
266
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Writing and Representing
Assessment and/or Instructional Strategies
9.4.1 Portfolio
Collect dated samples of writing to evaluate student use of writing models
and varied resources throughout the year.
9.4.2 Portfolio
Collect dated samples of the work produced by students using technology.
9.4.2 Observation
Use observation, checklists/anecdotal records to note:
• student use of technology and the computer skills acquired
• level of participation
• degree of enthusiasm or frustration
9.4.3 Observation
Choose 2-4 students at a time and observe how well these students:
• work together
• respond to suggestions of other students
• follow directions
• take risks
• ask questions to clarify information
9.4.2 and 9.4.3 Performance
Provide the opportunity for older students to work with younger students
as mentors/assistants.
9.4.3 Allow students to work together in an effort to assist each other.
9.4.3 Auto-Evaluation
Have students evaluate their ability to work in a group and to help others.
Grille d’auto-évaluation: Travail en
groupe, Appendix D
Grilles d’observation pour l’écriture,
Appendix D
First Steps: Writing Resource Book
(Heinemann)
A selection of children’s
literature and texts of different
genres and types, including
environmental print and visual
references. The following are
suggested:
• Mélissa et ses amis (manuels et
livre géant, Collection En tête,
ERPI)
• J'aime le francais et J'enrichis mes
lectures (Collection Avec les
yeux du coeur, Éd. La pensée)
• Collection Alpha-jeunes, Collection
Alpha-monde, Collection Premiers
mots et Collection En avant
(Scholastic)
• Collection Je lis, tu lis (Duval)
• Collection Alizé et Collection
GB+ (Beauchemin)
• Collection Domino (Chenelière)
A word processing program for
children (French-language
version, if possible) and Frenchlanguage software such as the
following:
• Azimut à l'ordi 1 : La rentrée
(Graficor, ISBN 2-89242-77
0-3)
• Logimots (Scholastic)
Suggested Resources
Mots de haute fréquence, Appendix A
Les genres et types de texte, Appendix B
The Six Forms of Writing, Appendix D
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
267
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to refer to the
writing process to facilitate the
production of texts.
Early in the Grade One year, students and teacher work collectively
through the writing process. The teacher should frequently model each
step of the process. As the year progresses, students are encouraged to do
increasing amounts of individual writing. At all times, and in all stages of
the writing process, supports and assistance are available for students.
SCOs: By the end of Grade One,
students will be expected to:
9.5.1 begin to apply pre-writing
techniques
9.5.2 write a first draft and get
ideas down on paper
9.5.3 begin to revise for
organization and content
Early in the year, working as a group, teach pre-writing techniques and
strategies by modelling such things as choosing a topic, viewing or reading
on a topic, drawing, talking, brainstorming, webbing ideas, or completing a
framework or graphic organiser.
Later in the year, encourage students to use pre-writing techniques to
generate ideas for their own work, following the writing process model.
(e.g.,,,, a recount, a narrative, a short report on a topic of study).
Early in the year, demonstrate through thinking aloud how to translate ideas
from planning into writing.
• During shared writing experiences, use the results of pre-writing
activities such as brainstorming lists, completed graphic organizers, or
jot notes to draft a text. Scribe the ideas of students, providing the
correct structures and forms, as needed.
Later in the year, encourage more individual writing and encourage students
to take risks by using temporary spelling, focussing more on getting ideas
on paper.
• Provide support in the form of conferences, for students who have
difficulty getting ideas on paper.
Early in the year, teach students how to revise their writing through
modelling, talking often about the process as you go, to make strategies
explicit for students.
• Use mini-lessons during shared writing to help students understand the
revision process.
• Teach students the importance of having a beginning, a middle and an
end.
• Demonstrate simple revision strategies such as adding on, crossing out,
inserting information.
• Develop questions which can be used to guide the revision process: Estce que le texte est clair ? Est-ce que j’ai oublié quelque chose ? L’ordre des phrases,
est-il bon ? Y a-t-il des phrases qui ne sont pas nécessaires ? Later in the year,
these questions can form the basis for a revision checklist for students.
Later in the year, encourage students to revise their own work with the help
of other students and/or the teacher, following strategies modelled.
• Have students work with a partner to read their work and to receive/
give feedback.
• Provide students with a short checklist to be used as the basis for
revision.
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
268
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Writing and Representing
9.5.1 Observation
• Observe student participation in group pre-writing activities.
• Observe how well students use and interpret pre-writing strategies in
their own writing.
9.5.2 Observation
• Observe and note student contributions to shared writing activities at the
beginning of the year.
• Later, observe and note strategies students are attempting to use in their
own writing, in drafting a text.
Grilles d’observation pour l’écriture,
Appendix D
Trousse d’appréciation de rendement
en lecture : Immersion française,
Maternelle - 3e année. Document
d’appui 2002. Représentations
graphiques
First Steps: Writing Developmental
Continuum (Heinemann)
9.5.1 and 9.5.2 Performance
Later in the year, students should be provided the opportunity to work
independently to produce individual stories or reports, using pre-writing
techniques and strategies for the generation of ideas.
9.5.1, 9.5.2 and 9.5.3 Portfolio
Keep and analyse dated writing samples including pre-writing, rough drafts
and, later in the year, revised texts.
9.5.3 Observation
Early in the year, observe the level of participation in group revision.
Conference
Later in the year, conference with students, asking questions such as:
Pourquoi as-tu choisi ce titre ? Où vas-tu mettre cette phrase ? Est-ce qu’il y a un début,
un milieu et une fin ? Qu’est-ce que tu pourrais ajouter ensuite ?
Checklist/Conference
Later in the year, provide students with a checklist to be used in the
revision of a short text. Conference with students to determine their level
of understanding of the checklist and their ability to make simple revisions
to their work.
Mes révisions
Est-ce que le texte est clair ?
Est-ce que j’ai oublié quelque chose ?
L’ordre des phrases, est-il bon ?
Y a-t-il des phrases qui ne sont pas nécessaires ?
Suggested Resources
Représentations graphiques, Appendix B
Feuilles de planification pour un texte écrit, Appendix D
Listes de vérification (pour la révision de textes), Appendix D
Rubrics for Writing Evaluation, Appendix D
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
269
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to refer to the
writing process to facilitate the
production of texts.
Demonstrate and model simple editing strategies such as making simple
changes in spelling and punctuation, circling and correcting a few
misspelled words, using classroom word lists to check spelling.
• Use mini-lessons and shared reading and writing to help students
develop knowledge about spelling, punctuation and grammar.
• Encourage students to use personal dictionaries, brainstorming lists,
labels and word walls to edit writing.
• With students, develop a short editing checklist which can be posted
and referred to during shared writing sessions. The same checklist can
be used later for individual editing.
• Encourage students to work with a partner and to help each other edit
their work.
• Provide individual help in editing conferences.
SCOs: By the end of Grade One,
students will be expected to:
9.5.4 begin to edit written work
for appropriate use of
sentence structure and
basic conventions
9.5.5 engage in the publishing
process
270
Demonstrate for students the many different ways in which written work
can be shared or published. While not all work will proceed to the
publication stage, it is important for students to see and experience the
final stage in the writing process.
• Use a variety of techniques for publishing and presenting student work.
Early in the year, writing may be shared with partners or small groups in
the class or with invited guests; later in the year, students could share
individual written work with the class or with other classes.
• Individual work can be illustrated by students and compiled into a class
book.
• Student work can be published on-line, printed on the computer for
display, or featured in a class or school newsletter.
• Use student writing on a particular topic to make a big book for the
classroom library or to share with another class.
• Invite another class to listen to students share their writing.
• Have children tape their writing for the classroom listening center.
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Writing and Representing
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Assessment and/or Instructional Strategies
Suggested Resources
9.5.4 Conference
Use questioning techniques to encourage students to reflect on their
written work and to develop basic editing strategies. Early in the year ask
students in group situations, and later conference with individual students
asking questions such as As-tu oublié quelque chose au début de la phrase ? Est-ce
que ce mot est au singulier ou au pluriel ? Est-ce que c’est un mot féminin ou masculin ?
Table of Skills: Mechanics of Writing
and Conventions of Print, Appendix
D
9.5.5 Portfolio
Collect dated published work for inclusion in the portfolio. Focus on a few
points for evaluation.
Rubrics for Writing Evaluation,
Appendix D
Performance
Allow students to present their work in a variety of ways. Observe their
level of participation and enthusiasm.
Checklist
Develop a checklist for editing during shared writing sessions. Later in the
year, have students use the checklist for their individual writing.
la ponctuation
Ai-je mis une lettre majuscule au début de
chaque phrase ?
Ai-je mis une lettre majuscule pour chaque
nom de personne ?
Ai-je mis un point à la fin de chaque phrase ?
l’orthographe
Ai-je bien copié les mots affichés ?
les phrases
Est-ce que j’ai écrit des phrases complètes ?
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
Listes de vérification (pour la révision
de textes), Appendix D
Grilles d’observation pour l’écriture,
Appendix D
The Introduction and Development of
Grammatical Structures, Appendix
B
Classroom visual references
such as word lists, charts,
personal dictionaries, and
vocabulaire murale; the following
are suggested:
Les clés du savoir : Cartes de sons
(Guérin, ISBN 2-7601-6250-8)
Les clés du savoir : Cartes de
l'alphabet (Guérin, ISBN
2-7601-6249-4)
Collection En tête : Mélissa et ses
amis - Mots étiquettes (ERPI)
271
Writing and Representing
272
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005