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L'écriture

Page history last edited by Shannon Wiebe 12 years, 1 month ago

 


Écrire des directives

gingerbread book template

Students write step-by-step directions on how to eat or make a snack.  A gingerbread man or any other favourite snack.  How would you describe how you eat an oreo?  A chocolate chip cookie with a glass of milk?  Do you take apart a kit kat bar layer by layer?  How do you make 'smores?

 

Let students bring their snack in and record or describe orally the steps of devouring it.

 

Thank you Mrs. Shelan for the original idea found here in English.

 

Two examples are posted, 'I can write simple sentences'.

 

 

 

 

'I can write more complex sentences' using the word bank or a synonym web tool to make my writing more interesting.

 

 

 

 

 

 

 

Is including a "word bank" along with the gingerbread book template in grade 1 and in grade 2 effective?  Does it limit student creativity or is it  helpful for those who want/need it?  Does it encourage students to use more colourful language in their writing?

 

 


 

amorces d'histoires (printable)

 

Give students some scaffolding to help them to create their own fairy tales.  These prompts are most helpful as a culmination of a fairy tale unit where students have read, seen, re-enacted a variety of fairy tales.  There are 6 different scenarios and word banks in the printable.  The student and teacher writing assessment is on the final page and can be printed back to back with the prompts.

 

 

 

 

The Northumberland Grid for Learning has 4 fairy tales to listen to or read along with in French.  They were brought to my attention by the Scoop It blog.

 

 

 

This is very silly but grade 2 will get the parody!  Les trois petits cochons chanter à la Lady Gaga!

 

A video fo a very silly frog who joins with his friends to invent his own fairy tale.  The tale gets crazier and crazier (and a little violent) as the story progresses.  The frog insists that fairy tales must follow certain rules.  My boys are in grades 2 and 3 and would find this funny but it's a little over the top for at school.  A good chuckle though! (click on image for link).

 

 

 


CLEAR TARGET WRITING ASSESSMENT

 

Grade 1 and 2 writing assessment

 

Clear target assessment for writing with learning goals provided in clear student-friendly language.  Every written piece can't be assessed but teachers can periodically add a comment and attach this assessment to journal entries and writing pieces to be reviewed and signed by parents.  Reading and writing continuums provide detailed assessment of skills throughout the year and for report cards.

The following file is a general assessment used at the end of first term in grade 1.  The file also includes a copy for parents with a note explaining the assessment.

 

 


 

Sentence structures we know posters (printable to 11x17)

 

These sentence structure prompts are on a fold out page at the back of each student's journal.  These posters are yet another reminder of the types of sentences students have learned.  The photos are posted here in the progression that we follow and coincide with classroom topics of study.

 

Our first K & Grade 1 sentences look like this.

Students use words strips around the room and visual dictionaries.

 

 

Always a hit in K and for some in grade 1; students write their name and who they like to play with.

Following Jasettes vocbulary games to become familiar with the language of clothing students are able to add more description with "il porte" (he is wearing).

 

 

During a shapes unit, students make shape collaged animals and then describe them.

ie:  "Voici un hibou.  Il est bleu.  Il y a neuf cercles."

 

 

Here is a student example.  After building her animal this student wrote on the back of the index card;

"Voici une vache.  Elle est blanche et noire.  Il y a un carré, six rectangles, sept cercles et deux demi-cercles."

 

 

 

Students refer to these (yellow poster) as "Qui, quoi, où?" (who, what, where) sentences.  Finally, during a unit of study about the needs of animals and their adaptations students write "Qui suis-je?" (who am I) sentences.  

They also photograph one another, write a "qui suis-je", and other students match the description with the photo.

 

 


 

La maternelle

 

Kindergarten Collaborative Books.pdf 

 

I use a combination of two programs to teach writing in Kindergarten. I use Handwriting Without Tears which is translated into French in conjunction with Le Manuel Phonique. I have seen my students pick up letter sounds quickly and easily as a result of this program's approach. There is a single sound and action for each letter. 

 

http://www.hwtears.com

 

Kindergarten Journaling

I also try to have my students journal almost everyday. I begin the year by having them draw pictures, write any words they know, the alphabet, etc. By mid-October, I start asking them to complete modeled sentences ("Voici Sam." "Je vois un cadeau."). By March, I ask them to complete two sentences ("Voici un policier. Il porte bleu.") They always draw a picture to represent their writing.

 

Name Printing

My students also write their name to begin their day. At the beginning of the year, the laminated page that they write on simply has their first name on one side and pre-printing shapes to trace and copy on the other side. As the next step, I have them write their first and last names on one side and I have copied a number page from the Handwriting Without Tears book for them to trace and copy on the other side. I transition each student as they are ready to move on to the next step. As I write this, I'm realizing it's time to move them on again....Should I have colours on the back? A sentence starter? It never ends.....

 


 

La première année

 

 

Writing Clear Target Assessment.pdf

I use clear targets for assessment and for defining a task or project.  This is the assessment I use for the "Very Hungry Caterpillar" books as well as for their piggy back "The Mitten" books.  I send the finished work home with the assessment sheet attached.  Although we have reviewed it in class and I demonstrate how I assess my own work, at this age I think that it is good to involve parents as much as they are willing.  

 

Grade One Collaborative Books.pdf

 

Apple Alphabet.pdf

 

Colour Class Book.pdf

 

Hungry Caterpillar book.pdf

Please see "les thèmes mensuels" section for the entire unit.

Où word strips.pdf

For journal writing and learning new sentence structures, for example - Madame joue avec Martine au parc.

 

Lower Case Visual.pdf

 

    

    

 

 


 

 

 

 

Monthly Class Books

 

Each month a class book is created about the monthly theme.  Each student contributes a page.  In kindergarten the pages are simple fill-in-the blank type patterned sentences, sometimes they are based on a book we have read in class.  In grade one and as the year progresses the writing becomes more independent.  Initially students learn, know, or memorize the pattern of each book.  Later in the year they begin to identify sounds they know and some are able to read each page.  When bound or assembled the way we have done here in a book of clear pouch pages these books are often favourites during reading time.  Students are proud to see their work published and to find and read the pages written by their friends.

 

 

 

These are assembled using report books with 10 pages of clear pouches in each from Staples.  At the end the year the pages are taken out, assembled by student and by month, stapled and sent home with each student.  

 

During our food and 5 senses unit in grade 1 students drew pictures of their favourite meal.  The meal had to contain something from each of the four food groups.  Using a visual dictionary (we have prepared these for every unit) they write what they like to eat by following an example of the sentence structure:  J'aime manger . . . . 

 

 


 

 


 

 

 

 

 

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