Boomerang - Now you're talking

“Now you’re talking!” talking!“ Boomerang 1-3

Literacy and oral interaction in the FSL classroom.

What do you need to help motivate your students to speak French?

You need relevant and age-appropriate themes, real-life situations that students can identify with, functional language used in context that they can apply to their own conversation and strategies to help them participate with ease and communicate with confidence.

That’s what Boomerang is all about!

The Boomerang 1-3 collection, for students in grades 4 to 6, features 15 different stories, each showcasing a character trait and focusing on an aspect of Canadian culture. The stories include fiction and non-fiction titles, encompassing 3 different levels of difficulty.

Collectively, the components of the collection – Levelled Readers, Teacher’s Resource Books, Audio CDs, CD-ROMs and the e-books on USB keys – encourage and provide complete support for student interaction.

Following the Gradual Release of Responsibility model, the teaching notes support continuous student engagement and the numerous suggestions for differentiation ensure that each student acquires the tools and the confidence to interact in French.

The suggestions for culminating tasks provided in the teaching notes and reproducible activity sheets for each story allow students to orally showcase their understanding and provide you with an opportunity to assess and evaluate their oral production.

And for the best support, you will enjoy the Boomerang Kits that include all of the components; everything you need for successful oral interaction in your classroom.

Now you’re talking!

Ce n’est pas moi !

Quelle fête !

Level: Easy

Level: Easy

Text Type: Info-fiction: descriptive – personal account Character Development Trait: Respect – Manners Synopsis: A 10-year old boy walks the reader through the various parts of the school and the different aspects of school life including the library, math, science, and art class, recess, the hallway, the gym, and lunch time.

Text Type: Fiction: personal account Character Development Trait: Responsibility Synopsis: You’re invited to the Martin family’s Canada Day party and each extended family member has a specific responsibility to ensure its success.

The narrator explains how he and his peers show respect and good manners in each environment, from his point of view.

“Ce n’est pas moi! ” is an effective tool to use at the beginning of the year to establish classroom rules and expectations, or to reinforce them later in the year.

Oral Response to Text: Students find people around the school who are using good manners.

Our young female narrator helps her little brother get ready while her half-sister decorates the house. Her father organizes the games, and she and her step-mother make dessert.

Her aunt and uncle bring a salad and fireworks, and her grandfather looks after the barbeque.

By working together, everyone is able to enjoy the festivities and celebrate this national holiday.

Oral Response to Text: Students present a celebration of their choice.

Au revoir, Lola !

Une bonne photo de classe !

Est-ce que tu me connais ?

Level: Moderate

Level: Moderate

Level: Advanced

Text Type: Fiction: narrative – personal account Character Development Trait: Appreciation – Family relationships Synopsis: Martin is initially thrilled to be rid of his annoying older sister, Lola, who is off to Ottawa to compete in a hockey tournament.

He recounts the drive to Montreal with his parents to watch the Toronto Maple Leafs play the Montreal Canadiens.

Text Type: Non-fiction: description – procedure – recipe Character Development Trait: Responsibility - Creativity Synopsis: This piece of procedural writing allows the students to create descriptive self-portraits via an edible medium: cupcakes!

Text Type: Non-fiction : description – information Character Development Trait: Compassion Synopsis: This informative text explains the roles played by some of the more misunderstood members of our ecosystem. The bat, giraffe, vulture, great white shark, spider, snail, crocodile and others each provide interesting facts about themselves from their own point of view.

While at a restaurant, he can’t order fondue as it’s a meal for two and he begins to miss Lola.

When they go to the train station to pick her up, she is holding a trophy! Martin is so happy to see his sister and has learned to appreciate family relationships.

Oral Response to Text: Students perform a reader’s theatre.

Step-by-step, our little artists choose decorations to represent their unique facial features, expressions, hair type and colour as they put together a fun and delicious class picture.

Oral Response to Text: Students create an image of their face on a cupcake and pose for a cupcake class photo.

We learn to have a more compassionate understanding because even though they may be different, they are important to each other’s survival.

Oral Response to Text: Students present important facts about a wild animal.

Le fort de Liam

La journée de Charlie

Level: Easy

Level: Easy

Text Type: Fiction: narrative Character Development Trait: Integrity - Compassion Synopsis: Liam is a new, physically-challenged student from Vietnam. Erik, a fellow classmate, is very impressed by Liam’s original drawings and sculptures.

Text Type: Fiction Character Development Trait: Citizenship Synopsis: Three friends leave to take the bus to the skateboard park when they realize their puppy Charlie has come along for the ride.

After Liam is hit by a snowball at recess, Erik notices his sketch of a snow fort.

They decide to work together to make Liam’s idea a reality.

Through this demonstration of compassion and integrity, we learn that inclusivity can lead to great friendships.

Oral Response to Text: Students interview a friend and then create a cube de l’amitié and present it to the class.

Charlie scoots away on a skateboard on his own adventure and the children scour the neighbourhood to find him. A police officer, bus driver, mailman, and fireman suggest looking for Charlie at the grocery store, the hair salon, the post office, and the bank.

The garbage man finally manages to catch him before he gets away again and everyone returns home safe and sound.

Oral Response to Text: Students participate in a reader’s theatre.

Qu’est-ce que tu vois ?

Mission possible !

Qui est ton héros ?

Level: Moderate

Level: Moderate

Level: Advanced

Text Type: Fiction: narrative – personal account Character Development Trait: Appreciation Synopsis: This narrative follows Ayasha and her father at her school’s annual Art Festival.

Text Type: Non-fiction Character Development Trait: Responsibility - Respect for the environment Synopsis: This informative text promotes social responsibility and highlights the importance of respecting our environment.

Text Type: Non-fiction : narrative Character Development Trait: Integrity - Compassion Synopsis: In this combined narrative and non-fiction text, Naomi researches her school assignment about heroes.

We learn that plastic is made of crude oil, a natural and non-renewable resource.

After examining the havoc that plastic wreaks on the earth and its inhabitants, we are encouraged to reduce, reuse, and recycle plastic products in a variety of creative ways.

Using an internet search engine, she discovers how different people define heroes.

She realizes there are all types of heroes including famous Canadians, everyday heroes, young heroes and even animals!

The crowd really likes one painting in particular but Ayasha is too small to see over their heads. Its vibrant colours evoke strong memories for different spectators including Prairie sunsets and golden fields of wheat, autumn leaves in Central Ontario and cracking ice in the Northwest Territories.

To Ayasha’s surprise and delight, the painting turns out to be her own masterpiece.

Oral Response to Text: Students create a new reader jacket for the story and display it for others to enjoy.

Mission verte = mission possible !

Oral Response to Text: Students create and present artwork using recyclable materials.

She recognizes heroic qualities in her family members as well and comes to the conclusion that her own personal hero is her Mom. Oral Response to Text: Students present important facts about their personal hero.

Clic!

Repousse tes limites !

Level: Easy

Level: Easy

Text Type: Fiction: narrative Character Development Trait: Accomplishment - Creativity Synopsis: Luc loves indulging in his passion: photography.

However, his photos seem to be just missing the mark. His grandfather tells Luc that with practice, he can accomplish anything he sets his mind to.

Text Type: Realistic Fiction: personal account Character Development Trait: Perseverance - Commitment Synopsis: Best friends Nala and Sameer love participating in physical activities together. Sameer is diabetic, so Nala signs up for her first mini-triathlon to raise money for diabetes research.

The next day, Luc notices a poster for a school talent show. Inspired by his peers as they prepare to showcase their strengths, Luc takes different photographs and compiles them into a slideshow.

While swimming, she gets kicked in the head but perseveres to finish the swim. While cycling, she gets a cramp in her right leg but pushes herself to complete the trail.

Everyone is thoroughly impressed with Luc’s creative work of art.

Oral Response to Text: Students use a graphic organizer to prepare a presentation that showcases one of their talents/pastimes.

With her friends and family cheering her on, she fulfills her commitment to this worthwhile cause and crosses the finish line.

Bravo, Nala!

Oral Response to Text: Students present an oral response to the text through the recital of a motivational poem.

Nous sommes uniques !

La forêt du grand ours

Max et ses amis

Level: Moderate

Level: Moderate

Level: Advanced

Text Type: Non-fiction Character Development Trait: Appreciation - Respect Synopsis: The word Métis is defined as “mélange” or “mix”, bringing European and First Nations cultures together as teachers and guardians of peace.

Text Type: Description-information Character Development Trait: Respect Synopsis: In this non-fiction text, come explore the Great Bear Rainforest in British Columbia.

Learn about its complex ecosystem, including its varied precipitation but temperate climate.

This informational text, provides us with a brief history of the Métis culture and helps us to learn to respect their symbols, art, celebrations, traditional foods, dance, music and games.

Discover rich flora and diverse fauna like the Kermode bear: a rare black bear with cream-coloured fur.

Text Type: Non-fiction-narrative Character Development Trait: Accomplishment Synopsis: Max welcomes us to his school’s extraordinary website where he and his friends from around the Francophone world can communicate in a completely safe environment.

Students are then encouraged to speak to their elders to gain an appreciation of their own unique origins through questions about celebrations, foods, and traditions.

Oral Response to Text: Students present aspects of their own culture that makes them unique.

Unfortunately, industries have not given the forest the respect it deserves and have put it in great danger.

Concerned Canadians have helped to protect parts of the forest, but we’re not out of the woods yet!

Oral Response to Text: Students create an information pamphlet about the Great Bear Rainforest and share it within the school community.

Each student’s page displays where they are from, their birthday, interests and pictures with captions.

Friends from Tadoussac, Québec; Cairo, Egypt; New Orleans, Louisiana; Gand, Belgium; and Phnom Penh, Cambodia chat and comment on each other’s accomplishments.

Oral Response to Text: Students create a personal homepage.

A collection that encourages and provides Teacher’s Resource Book

Levelled Readers

. .. .

5 original and captivating stories per grade Wide variety of real life situations using functional language Aural, visual, oral and written texts to develop literacy skills Length-appropriate texts with suitable levels of difficulty

..

Step-by-step teaching notes to help you plan oral interaction 150-200 reproducible activity sheets and anchor charts, saving hours of preparation Over 300 coloured flash cards for vocabulary work Variety of assessment tools Audio CD with a recording of each text, vocabulary words and a Lexique visuel CD-ROM with modifiable BLMs and multimedia presentation of the coloured flashcards

.

. . .

CD-ROM AUDIO CD

complete support for student interaction .

USB Key

Boomerang Kit

Digital version of the books

All of the Boomerang components help create a dynamic learning environment in the FSL classroom!

. .. .

Allows video projection with or without the texts Offers built-in audio recordings Functionalities of an interactive whiteboard Can be used with or without a SmartboardÂŽ No Internet required

Included in each kit:

.. .. ..

6 copies of each of the 5 titles for a total of 30 books Teacher’s Resource Book Audio CD CD-Rom USB Key Practical carry-all case

Boomerang 4 Now Available Each component can also be purchased separately.

Since 1956 CEC stands for Quality Pedagogical accuracy, compliance with curriculums, simplicity of use: these have always been, and still are, the key to the success of CEC’s resources.

CEC stands for Leadership CEC authors and publishing teams continue to develop new and state-of-the-art educational tools that respond to the latest trends and initiatives in education.

CEC stands for Service Your CEC representative is available at all times to provide support.

Contact your CEC representative for a quick and efficient response to your request.

9001, Louis-H.-La Fontaine Blvd, Anjou (QC) H1J 2C5 Telephone : 1-800-363-0494 Fax : 1-877-913-5920

www.editionscec.com