Grade 5 - Acquiring Information

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• identify specific information from French-language resources to complete authentic tasks
• express acquired information in oral and visual forms
  

SUGGESTED INSTRUCTIONAL STRATEGIES

Students at this level already use a variety of strategies for accessing information in their own languages. By identifying these strategies, they can use them more effectively in French and become more confident working with French-language materials.

• Once students are familiar with daily calendar activities, have them watch a weather forecast, obtain information from the Environment Canada web site, or read a newspaper weather report to determine what they will do at recess. Students could draw what they intend to do.
• Obtain and show an excerpt from a Grade 5-level film in French on animal species. Provide students with a list of animals, some of which appear in the film. Have students identify the animals in the film. Students can then create posters about the animals.
• Introduce food vocabulary in French. Have students look at a restaurant menu and draw
  and label foods served there. Students may then produce and administer a survey to determine which foods most class members enjoy.
• Have students read a television guide or web site to locate French-language programs which are also broadcast in English. Have each student choose a French-language program they would like to watch and present the information to the class giving the day, time, and name of the program.
• Provide students with a selection of greeting cards for a chosen celebration (e.g., Valentine' s Day). Have students identify some common French expressions and use them to create cards for classmates, perhaps on a card-making web site.
  

SUGGESTED ASSESSMENT STRATEGIES

Assessment of the prescribed learning outcomes for this organizer focusses on students' ability to acquire the information they need to perform the assigned tasks. Tasks should be designed to allow students to represent and use the information they have acquired without relying on spoken or written language.

• Use visual representations to assess students' ability to listen for information. For example:
  • After listening to a weather forecast, have students use symbols or sketches to represent the weather for the next day or choose what kind of activity they will do at recess.
  • After watching a video on animals, have students create pictures or computer graphics to illustrate a key point or answer a question posed by the teacher.
  • After looking at a menu, students draw pictures of the meals they would order.
  • Criteria should focus on the extent to which students:
    - accurately identify key information
    - include relevant details
    - use the information appropriately (i.e., for the assigned purpose)
    - persist when they have trouble finding or understanding the information they need
• To show students' understanding of key information heard, viewed, or read, have them classify a list of objects, animals, places, movies, foods, and so on, into categories. Look for:
  • recognition of words
  • use of classroom resources (e.g., picture dictionaries or textbooks) for solving problems
  • use of strategies for discovering the meaning of unfamiliar words (e.g., using cognates)
• To assess students' greeting cards, consider the extent to which they:
  • convey the visual image clearly
  • use appropriate expressions
  • provide complete information
    

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Stoddart Colour Visual Dictionary French-English
  

 Multimedia

• Acti-Vie 1
• Savoir faire: Visages 1

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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