Welcome Bienvenue Who is CEC CEC Publishing is

Welcome Bienvenue

Who is CEC? • CEC Publishing is a well-respected bilingual publisher specializing in Second Language Education • We are the publisher of Dimoitou, Dimoitou Chouette, Chouette and Élans and now we’re Back At You!

What is Boomerang? • A new literacy collection of 15 readers (5 per grade level) • For Ontario Core French students in grades 4 -6 • Designed to meet the literacy intent of the new Core French curriculum • Written by Ontario teachers for Ontario students

The Components • • • 15 Readers Teacher’s Resource Book Audio CD USB key CD-ROM

The Components • Take a look at the USB key and flash cards on the CD-ROM.

Basic Themes • Themes are based on Character Development Traits • Look for themes that reflect the traits of: Honesty, Accomplishment, Compassion, Citizenship, Responsibility, Commitment, Appreciation, Resilience, etc.

Literacy in the Classroom

What Is Literacy? Literacy is everything you do in the classroom every day.

What is Literacy? Interacting with others Lis g n i ak e p ten Antici ing S pating Sharing information R g n i d ea Building on prior knowledge, culture and experiences Developing new knowledge Representing ideas De un epen de rst ing an Writing din g Making personal connections Thinking critically -Ontario Ministry of Education, 2004

What does it look like? Interactive Language taught in context Personalized Purposeful and engaging Contextualized Reflection activities Opportunities for practice Modelled reading strategies Scaffolded Instructional techniques

What Is Literacy? • Literacy is NOT just reading. • In fact, the core of literacy is oral interaction.

Teaching Literacy is done through the Gradual Release of Responsibility model.

Gradual Release of Responsibility A scaffolding process by which teachers show learners how to activate strategies to better comprehend what they learn.

Gradual Release of Responsibility Modelled Practice Independent Practice Gradual Release of Responsibility Guided Practice Shared Practice

Gradual Release of Responsibility • Modelled Practice • Model the strategy or the activity for the students. Give them the language. Teacher centred. • Shared Practice – Students follow the model. Use the language in a controlled situation. Teacher centred. • Guided Practice – Students take the activity one step further. Work together. Use the language they’ve practiced. Teacher guides. • Independent Practice – Students work alone.

Gradual Release of Responsibility Te ac he e c n e d n e p e d In r Re d u t t n e sp on s ibi lity S * Modelled * Shared Practice * Guided Practice * Independent Practice

GRR in Boomerang • Modelled – Every activity and necessary language are modelled. – Teacher uses flash cards, BLMs, Anchor charts. Whole group. • Shared – Students practice the modelled activity and the language. They use flash cards, BLMs, Anchor charts as reference. Whole group. • Guided – Students work in groups to apply the concepts and use the language. They use BLMs. Small group, pairs. • Independent – Students do their reflection activities and their culminating tasks.

GRR and Strategies Now, let’s look at the relationship between the Gradual Release of Responsibility model and learning strategies.

Strategies What is a Strategy? It’s an action that students take to help them: • Speak better • Listen better • Read better • Write better

Learning Strategies • Students become life-long learners of French when they learn and use good strategies. • Strategies can be learned, therefore they can be taught. • Once strategies are learned and become automatic, they become a skill.

Learning Strategies • With good strategies, students can eventually learn to work independently on something new. • Without them, they can’t do it. If they don’t know how to use strategies, what happens?

Learning Strategies • Teachers need a context to teach strategies. Enter Boomerang! • Through the activities in the TRB, the teacher teaches the students the strategies they need to become autonomous learners.

Learning Strategies • Some of the strategies that are taught at the Modelling stage: – Accessing prior knowledge – Anticipating – Predicting

Learning Strategies • Some of the strategies that are taught at the Shared stage: – Anticipating – Making Connections – Exploring the language – Inferencing – Questioning – Visualizing

Learning Strategies • Some of the strategies that are taught at the Guided stage: – Making Connections – Exploring the language – Inferencing – Questioning – Summarizing – Retelling – Monitoring comprehension – Analysing

Learning Strategies • Some of the strategies that are taught at the Independent stage: – Synthesizing – Repairing Comprehension – Preparing and presenting a response to text – Self-monitoring

Learning Strategies • And all the while you’re teaching your students the strategies they need to know. . . • And all the while your students are learning the strategies they need to know. . . • It’s happening because you’re using Boomerang!

Boomerang Process • There are 6 lessons for every story: 2 class periods per lesson. • Each lesson is divided as follows: – Warm-up – Activities associated with the reading (before or during or after reading) – Wrap-up

Boomerang Process • Each different activity: – is identified as Modelled, Shared, Guided or Independent – identifies the type of grouping – identifies the approximate time

Boomerang Process • Teachers and students read the stories 3 times over the course of the 6 lessons for a total of about 60 minutes. • The rest of the time (420 minutes), you spend doing activities that teach students language and strategies using the context of the story. • To do this, you have flash cards, anchor charts, BLMs.

Final Tasks • Each of the stories has a final task associated with it. • Students begin preparing their final tasks in Lesson 5 and present it in Lesson 6. • Final tasks are oral in nature because they are a response to text.

Now, let’s look at Assessment in Boomerang.

Assessment • Opportunities for self-, peer-, and teacher assessment • Opportunities for students to reflect on their learning • Appropriate assessment in every 1 -2 lessons • Final assessment for each reader to showcase what students have learned

Planning with Assessment in Mind “Without continuous assessment, student learning is limited to a one-shot, hit-or-miss event – maybe they get it maybe they don’t. ” -Mc. Tighe and Emberger, 2005 During After Assessment for learning Assessment as learning Assessment of learning Student Success Before