Transcript All about MOI! - Ontario Modern Language Teachers' Association

OMLTA 2011 Fall Conference / Colloque d’automne 2011
October 14th and 15th / les 14 et 15 octobre 2011
All about MOI !
FSF1D focus
CEFR – Oral – A1 task
Heather Henke
[email protected]
FSF1D 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 Selfassessment checklists from
the Swiss version of the
European Language
Portfolio;
Basic User
A1
• Can 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.
Je me présente
•Generating
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.
A1 ORAL: Je me présente
(rehearsed)
•
•
•
•
Spoken Production
I can give my name,
age, address and phone
number.
I can describe myself
(hair, eyes, height)
I can talk about my
interests
I can describe my family
and friends
Spoken Interaction
• I can ask people
questions about
personal information
such as name, age,
address, phone number
• I can ask people about
their interests, their
family and friends
Les 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'évaluation
1. fluency
2. interaction
3. vocabulary
4. pronunciation
Les informations de moi-même
nom
cheveux
ami(e)(s)
âge
adresse
yeux
téléphone
grandeur
intérêts
famille
carrière ou travail
d’autres informations
Success criteria
•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.
• FLUENCY
• INTERACTION
• VOCABULARY RANGE
& CONTROL
• GRAMMATICAL
ACCURACY
• PHONOLOGICAL
CONTROL
Spoken Language A1
FLUENCY
INTERACTION
Can manage
very short,
isolated, mainly
prepackaged
utterances,
with much
pausing to
search for
expressions,
to articulate less
familiar
words, and to
repair
communication
Can ask and
answer
questions about
personal details.
Can
interact in a
simple way
but
communication
is
totally
dependent on
repetition,
rephrasing
and repair.
VOCABULARY
RANGE
& CONTROL
Has a basic
vocabulary
repertoire of
isolated
words and
phrases
related to
particular
concrete
situations.
GRAMMATICAL
ACCURACY
PHONOLOGICAL
CONTROL
Shows only
limited
control of a few
simple
grammatical
structures
and sentence
patterns in
a learnt
repertoire.
Pronunciation of
a very
limited
repertoire of
learnt words
and
phrases can be
understood with
some
effort by native
speakers
used to dealing
with
speakers of
his/her
language group.
La grille d’évaluation
critères
niveau 1
niveau 2
niveau 3
fluency
requires
continuous
prompting;
much pausing
requires some
some pausing
prompting;
but message
much
is clear;
pausing;
speaks clearly
and audibly,
no support
needed; self
corrects
interaction
little
understanding
of questions;
little
confidence in
speaking;
assignment
criteria not
met
questions
must be
repeated
many times;
some
confidence in
speaking;
assignment
criteria
partially met
easily
understands
and responds
to questions;
asks questions
well;
confident in
speaking;
assignment
criteria met
asks and
answers
questions,
with some
minor errors;
confident in
speaking;
assignment
criteria met
niveau 4
La grille d’évaluation
critères
niveau 1
niveau 2
niveau 3
niveau 4
vocabulary
range
little relevant
vocabulary
some relevant
vocabulary
relevant and
appropriate
vocabulary
wide variety of
appropriate
vocabulary
pronunciation
pronunciation
some accurate
blocks
pronunciation
communication
pronunciation pronunciation
usually
almost always
accurate
accurate
auto-évaluation
• What did I do well?
• What skills do I need to improve?
• How will I do this?
Trousse 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.”
The Common European Framework
in the Context of Ontario’s Schools
Development Team:
•
•
•
•
•
Helen Griffin, Thames Valley District School Board
Winifred Braunsch, London Catholic District School Board
Karyn Bruneel, Huron-Perth Catholic District School Board
Andrea Paturel, Thames Valley District School Board
Research conducted by University of Western Ontario – Althouse
College under the direction of Dr. Suzanne Majhanovich in
association with Dr. Laurens Vandergrift – University of Ottawa
• https://resources.elearningontario.ca/
• The Common European Framework in the Context of Ontario's
Schools: A1
Resource ID : ELO1344950
Productions orales illustrant niveau
A1 – site web CIEP
• http://www.ciep.fr/en/publi_evalcert/dvdproductions-oralescecrl/videos/tifaine_clara.php
English interaction 2:46
• http://www.ciep.fr/publi_evalcert/dvdproductions-oralescecrl/videos/mohamed_kajanan.php
French interaction 1:58
Mon Blason Personnel
FSF 1D
10%
Présentation Orale: Mon Blason Personnel
Nom : ___________ date de la présentation : ___ le ____ juin
• For 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.
Preparation
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.
Presentation
• 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 submit
» your Coat of Arms
» the prepared script
» the checklist
» the rubric
Required elements
Blason:
 May include symbols, animals, colour
 Must include name and motto
 Use either letter or legal size paper
 May work on this at home
Paragraph:
 at least 15 sentences
 clear introduction and conclusion
 At least 2 sentences using passé composé
_____________________________________





(student’s checklist)
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
vocabulary
Date 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
Questions après les présentations
• Brainstorm with the class all of the possible
types of questions that students may ask of
each other
• At the conclusion of each student
presentation, draw (three) names from a hat –
these students will ask one question each of
the presenter
• Critical thinking will be assessed –
“questioners”
Évaluation Finale: Mon Blason Personnel
CRITERIA
KNOWLEDGE / UNDERSTANDING
Level and sophistication of vocabulary
Required elements - length, grammar, ideas
THINKING / INQUIRY
Incorporation of appropriate visual aids
Use of creative and thinking processes to formulate appropriate answers to questions
COMMUNICATION
Communication of information and ideas: clarity, fluency
Use of vocal expression and intonation
Use of non-verbal communication (body language, gestures)
APPLICATION
Use and accuracy of grammar concepts and sentence structure
Interaction with teacher and peers (4)
Demonstration of planning (includes all elements, engages in writing process, prepares
oral delivery)
• (rubric attached)
Resources
http://scss.amdsb.ca/
 Teacher and class websites
Henke
FSF1D
http://www.ciep.fr/publi_evalcert/index.php
 CIEP
Publications en évaluation et certifications
http://www.francparler.info/accueil/
 Franc-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.
http://www.xpresslab.com/start.html
Activités orales et interactives
Rétroaction!