Tag Archives: French instruction

Using The Daily 5 (les 5 au quotidien) for Literacy

Recently, a co-worker of mine started using The Daily 5 (Boushey & Moser, 2014) with their students. Before knowing exactly what the program consisted of, I knew that literacy was a key component. This summer I decided to buy the book to find out more about this interesting approach to literacy and how it can be used to improve student literacy skills.

What is the Daily 5 (les 5 au quotidien)?

Image from Amazon.ca

Image from Amazon.ca

The Daily 5, is a round of literacy activities students participate in during their literacy or Language Arts block. At the beginning of each Daily 5, the teacher conducts a Focus lesson and then students can select from one of the daily 5s to work on during each round (Boushey & Moser, 2014). These include:

  • Reading to Self (Lecture à soi)
  • Work on Writing (Travaux d’écriture)
  • Read to Someone (Lecture à un autre)
  • Listen to reading (Écouter la lecture)
  • Word Work (Étude de mots)

While students are busy working with one of the Daily 5 activities, the teacher has the opportunity to conduct individual conferencing, guided group reading/writing, as well as assessments (Boushey & Moser, p. 19). Length of Daily 5 blocks and the amount of Daily 5 blocks will vary depending on time assigned to literacy, experience of students and time during the school year.

A side note about the French translation:

This program was originally created in English and the French translations for this program vary. I have selected the French translation from Littér@tout.

How does this approach differ from my current teaching?

The Daily 5 is a very similar approach to literacy instruction I use within my classroom. During our literacy block, students conduct silent reading, listen to reading, reading to a friend, guided reading and word work, which are almost all of the elements of the Daily 5. How it differs is that this approach adds writing as an option during the literacy block, whereas my approach focuses on writing during writing instruction. This approach also uses shorter rounds of literacy allowing students to participate in more than one or two literacy activities (based on their own choice), instead of using only one block to conduct reading or one block for writing. These shorter periods helps with sustaining stamina and maintaining interest. I value the fact that students have choice in their learning.

Why I have decided to implement the Daily 5 for literacy?

I believe the Daily 5 is a balanced approach to literacy as writing, word work and reading are grouped together as activities performed by students. These activities are not too lengthy as each round of Daily 5 ranges between 30-40 minutes (Boushey & Mosher, 2014) so students can be more successful at maintaining stamina while exhibiting desirable working behaviours. I appreciate that this approach frees teachers from managing behaviours to working with a few different groups of students or individuals to meet their learning needs. Overall, this is an approach I would like to implement into my classroom this upcoming school year. It will be interesting to see if students are more motivated to read and write through this approach, especially in French.

Daily 5 resources

Student Weekly Check-in

A Daily 5 weekly check-in can be used to help younger students self-monitor what activities they have completed during the week. Here is an example of one I made where students colour the Daily 5 activity once completed and add their own words to the “other” section if they read with me or were completing an audio task.

Daily 5 weekly check-in

Daily 5 weekly check-in

Daily 5 check-in (Click on the link to get your own copy, you can also add a column on top of the categories and add the picture of each of the Daily 5 activities).

Teacher Check-in Sheet

Some teachers prefer to monitor the student activities themselves or have them check-in prior to starting a round of Daily 5, here is an example of a French check-in sheet I created to record student’s activities. The first sheet has room for 10 students, the second sheet has room for 15 students. For Student and Teacher check-in’s in English, refer to the Online resources section.

Screen Shot 2015-08-11 at 11.54.30 PM

Daily 5 Teacher check-in

Teacher Daily 5 Check-in Sheet (Click on the link to get your own copy)

Online Resources

The Daily 5 and Math Daily 3 Resources from Gail Boushey & Joan Moser: www.thedailycafe.com

MNWElementary – Daily 5 Wiki Site: http://mnwelementary-daily5andcafe.wikispaces.com/Daily+5+Resources

Mrs. Shannon’s Math Class Website: http://mrsshannonsclass.weebly.com/daily-5.html

English Daily 5 posters courtesy of The Teacher Wife: http://www.theteacherwife.com/2012/06/daily-5-chapter-1.html


References:

Boushey, G., & Moser, J. (2014). The daily 5: Second edition. Portland, Maine: Stenhouse Publishers.

Technology Tools for French Language Learners

Last weekend, I was fortunate enough to attend a French Immersion conference, focusing on French instruction. Some of the ideas presented at the conference, are ideas I already integrated into my French Immersion classroom, but the why and the how are worth mentioning to my greater PLN. These ideas are not new and may be familiar, but it’s worth taking another glance at a few tools that can be utilized when instruction students in a second language. Three different tools will be highlighted:

Read & Write through Google Chrome Extension or CD Software

Screen Shot 2015-06-20 at 1.41.42 PM Screen Shot 2015-06-20 at 1.39.28 PM

Read & Write Gold allows students to highlight text in a Google doc or on the Internet and the program will read the text for them. This is helpful when trying to read more complex text such as autobiographies from Wikipedia or researching scientific terms. It can also be helpful for students who have not yet developed reading strategies or vocabulary in French.

Below is a link to their website if your school does not already own this tool:

http://www.texthelp.com/North-America/Our-products/Readwrite

iTranslate app

Screen Shot 2013-08-12 at 11.01.54 PMWriting or speaking in a second language can be difficult if you do not have the vocabulary needed for the topic being discussed. The iTranslate app or an online French-English dictionary can be a very useful tool when used correctly. This tool should be used to translate one word at a time and not whole sentences. When translating a whole sentence from English into French, the meaning of the text can change or become a little confusing. To understand the full effect of a Google translate gap, check out the video Fresh Prince: Google Translated (Collectivecadenza, 2013).

https://www.youtube.com/watch?v=LMkJuDVJdTw

An advantage to using an online dictionary is that you can also look for the French dictionary afterwards and find out the type of noun the word is, assisting with adding the proper “articles.” I will often use this tool to verify the correct article use in my written French. My favourite online dictionary is: http://dictionary.reverso.net/french-english/  An alternative online dictionary is: http://www.larousse.com/en/dictionaries/french

When composing written or oral French, it is important to have the students think in French when trying to compose their thoughts, instead of having them translate in their minds. Translating materials is very difficult, even for very skilled writers. This is why authors hire translators to convert their books into another language and why the House of Commons hire translators to translate Member’s of Parliament’s speeches while they are delivering their speech.

iOS and Android apps

There are several great apps on the market for both Apple software and Android software than can be applied to French instruction. When choosing an app, it’s important to plan how the app will be used to enhance and improve learning. My recommended app page for elementary students provides a list of productivity and creation apps.  Meaning that students can demonstrate learning and understanding through the use of these apps, verses practicing or reviewing facts. Students have more options on how to represent their learning, as not all students prefer to demonstrate understanding through written text. These apps can also be used at the secondary level in either French or English instruction. If any of these apps are new to you, I recommend trying them out to see how they can be utilized in your classroom.


References:

Collectivecadenza. (2013, January 15). Fresh prince: Google translated [Video file]. Retrieved from https://www.youtube.com/watch?v=LMkJuDVJdTw.

Why I love PD

Retrieved from cobblehillclc.wordpress.com

Retrieved from cobblehillclc.wordpress.com

Teachers in our school board have several opportunities to attend professional development throughout the school year. Some sessions occur at the school, others at the Calgary Teacher’s Convention, Calgary Regional Consortium (CRC) and various off-site venues. Regardless of when or who is sponsoring the professional development, there is something to be gained from attending these sessions well-planned sessions. Recently, I’ve had the opportunity to attend a full day French Immersion Conference. Even though this event was held on a Saturday, I was still very excited to attend as there are very few opportunities to receive professional development in French on topics that are applicable to second language teaching.

There were three speakers at this conference; two classroom teachers and a professor from the University of Alberta – all passionate and experienced with French instruction. It was invigorating learning with this diverse group of educators. Not only did I walk out of the day with several strategies and resources for teaching in French, I also felt excited and more appreciative of French instruction and the new authentic resources I can use with my students (especially the movie titles from France). I enjoyed being able to share my own experiences of teaching with technology while speaking French with other Alberta teachers. I also was able to expand my professional learning network, where ideas can be continued to be discussed and shared in the near future.

This is why I love PD! So many great benefits to being a life long learner, especially being able to improve my teaching practice. I will also be sharing some of what I have learned in the next blog post. In the meantime, please feel free to check out the updated mobile app list I have posted.