Presentation on theme: "All about MOI ! Pathway to Pluralism / Le pavé au pluralisme"— Presentation transcript:
1All about MOI ! Pathway to Pluralism / Le pavé au pluralisme OMLTA Fall Conference / Colloque d’automne 2011October 14th and 15th / les 14 et 15 octobre 2011All about MOI !FSF1D focusCEFR – Oral – A1 taskHeather Henke
2FSF1D focus CEFR Oral A1 task Sharing of success criteria/rubric in two evaluations, one during the term and the second as part of the final 30%; sample student work;CEFR tools such as the Self-assessment checklists from the Swiss version of the European Language Portfolio;CEFROralA1 task
3Basic User A1Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.Can introduce him/herself and others.Can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
4Je me présenteGenerating confidence and fluency in a core Grade 9 FSL classroom involves lots of opportunity for students to interact with others about themselves through guided practice, and teacher and peer feedback.
5A1 ORAL: Je me présente (rehearsed) Spoken ProductionI can give my name, age, address and phone number.I can describe myself (hair, eyes, height)I can talk about my interestsI can describe my family and friendsSpoken InteractionI can ask people questions about personal information such as name, age, address, phone numberI can ask people about their interests, their family and friends
6Les directives pour la tâche orale Toi et ton co-équipier ou ta co-équipière parlez pendant 2 minutes de vos informations personnelles.Vous n'avez pas de script mais, vous pouvez utiliser la carte de mots.Posez des questions. Répondez-y.les critères pour l'évaluation1. fluency2. interaction3. vocabulary4. pronunciation
7Les informations de moi-même nom âge adresse téléphonecheveux yeux grandeurami(e)(s) famille intérêtscarrière ou travaild’autres informations
8Success criteria FLUENCY INTERACTION VOCABULARY RANGE & CONTROL Consider the success criteria for spontaneous and purposeful oral interaction in the CEFR and how to prepare students for the final oral summative at the end of the semester.FLUENCYINTERACTIONVOCABULARY RANGE& CONTROLGRAMMATICALACCURACYPHONOLOGICALCONTROL
9Spoken Language A1 FLUENCY INTERACTION VOCABULARY RANGE & CONTROL GRAMMATICALACCURACYPHONOLOGICALCONTROLCan manage very short,isolated, mainly prepackagedutterances,with much pausing tosearch for expressions,to articulate less familiarwords, and to repaircommunicationCan ask and answerquestions aboutpersonal details. Caninteract in a simple waybut communication istotally dependent onrepetition, rephrasingand repair.Has a basic vocabularyrepertoire of isolatedwords and phrasesrelated to particularconcrete situations.Shows only limitedcontrol of a few simplegrammatical structuresand sentence patterns ina learnt repertoire.Pronunciation of a verylimited repertoire oflearnt words andphrases can beunderstood with someeffort by native speakersused to dealing withspeakers of his/herlanguage group.
10La grille d’évaluation critèresniveau 1niveau 2niveau 3niveau 4fluencyrequires continuous prompting; much pausingrequires some prompting; much pausing;some pausing but message is clear;speaks clearly and audibly, no support needed; self correctsinteractionlittle understanding of questions; little confidence in speaking; assignment criteria not metquestions must be repeated many times; some confidence in speaking; assignment criteria partially metasks and answers questions, with some minor errors; confident in speaking; assignment criteria meteasily understands and responds to questions; asks questions well; confident in speaking; assignment criteria met
11La grille d’évaluation critèresniveau 1niveau 2niveau 3niveau 4vocabulary rangelittle relevant vocabularysome relevant vocabularyrelevant and appropriate vocabularywide variety of appropriate vocabularypronunciationpronunciation blocks communicationsome accurate pronunciationpronunciation usually accuratepronunciation almost always accurate
12auto-évaluation What did I do well? What skills do I need to improve? How will I do this?
13Trousse de validation“These activities are not a part of the CEFR. The Trousse was completed to minimize preparation and facilitate the teacher’s use of the CEFR in the classroom context. Teachers can also make up their own activities for validation as long as the activity is specifically based on the ‘I Can’ statements and meets the CEFR descriptor for that level. The validation activities from the Trousse have two purposes: 1. To validate the student’s self assessment of his/her ability to meet the criteria of the ‘I Can’ statement and to provide meaningful formative feedback (by the teacher) for the next steps in his/her learning – assessment FOR learning. 2. To help teachers plan lessons based on the needs / next steps of the students in the classroom. Teacher tracking sheets have been provided for you for this purpose – assessment FOR learning.”
14The Common European Framework in the Context of Ontario’s Schools Development Team: Helen Griffin, Thames Valley District School BoardWinifred Braunsch, London Catholic District School BoardKaryn Bruneel, Huron-Perth Catholic District School BoardAndrea Paturel, Thames Valley District School BoardResearch conducted by University of Western Ontario – Althouse College under the direction of Dr. Suzanne Majhanovich in association with Dr. Laurens Vandergrift – University of Ottawahttps://resources.elearningontario.ca/The Common European Framework in the Context of Ontario's Schools: A1 Resource ID : ELO
15Productions orales illustrant niveau A1 – site web CIEP English interaction 2:46French interaction 1:58
17FSF 1D 10% Présentation Orale: Mon Blason Personnel Nom : ___________ date de la présentation : ___ le ____ juinFor this final presentation, you will present your personal Coat of Arms using a prepared text and a visual aid.You will describe your Coat of Arms and include 6 BIG ideas about yourself – 2 about your past, 2 about your life right now, and 2 about your future.The length of your prepared text should be at least 15 sentences and include required language structures.Following the delivery of the prepared text, you will also respond to questions from your peers and your teacher.
18Preparation Your process work will remain in the classroom. You will be given 5 days in class to create the text to accompany the Coat of Arms.Each day the process work will be date stamped and collected.This process work must be submitted on June 9 after you have rewritten a good copy of the text that can be taken home to practice.There must be at least one teacher-edited copy in the process work.
19Presentation Presentations run from June 14 to June 20. Your oral presentation lasts about 5 minutes. You may choose to memorize the prepared text. Your pronunciation, fluency, intonation and use of non-verbal communication are evaluated.Your visual aid is the Coat of Arms.You respond to questions and comments from your peers and your teacher following the prepared part.You interact with your peers following 4 other presentations to be chosen randomly.Following the presentation, you will submityour Coat of Armsthe prepared scriptthe checklistthe rubric
20Required elements (student’s checklist) Blason:May include symbols, animals, colourMust include name and mottoUse either letter or legal size paperMay work on this at homeParagraph:at least 15 sentencesclear introduction and conclusionAt least 2 sentences using passé composé verbs: _________________________________________________________________________At least 2 sentences using futur simple verbs: _____________________________________At least 2 sentences in the présent verbs: ____________________________________Description of the blason includes regular and irregular adjectives and other appropriate vocabularyDate stamp and submit the process work at the end of each period;Good copy to be written on June 9 and may be taken home to practice; process work stays in classroom
21Questions après les présentations Brainstorm with the class all of the possible types of questions that students may ask of each otherAt the conclusion of each student presentation, draw (three) names from a hat – these students will ask one question each of the presenterCritical thinking will be assessed – “questioners”
22Évaluation Finale: Mon Blason Personnel CRITERIAKNOWLEDGE / UNDERSTANDINGLevel and sophistication of vocabularyRequired elements - length, grammar, ideasTHINKING / INQUIRYIncorporation of appropriate visual aidsUse of creative and thinking processes to formulate appropriate answers to questionsCOMMUNICATIONCommunication of information and ideas: clarity, fluencyUse of vocal expression and intonationUse of non-verbal communication (body language, gestures)APPLICATIONUse and accuracy of grammar concepts and sentence structureInteraction with teacher and peers (4)Demonstration of planning (includes all elements, engages in writing process, prepares oral delivery)(rubric attached)
23Resources http://scss.amdsb.ca/ Teacher and class websites Henke FSF1DCIEP Publications en évaluation et certificationsFranc-parler est un site de l'Organisation internationale de la Francophonie (OIF). Il s'adresse aux professeurs de français dans le monde qui souhaitent se former et s'informer.Activités orales et interactives