2023 ELEMENTARY FSL CATALOGUE
BRING FRENCH LANGUAGE LEARNING TO LIFE
Founded in 1956, CEC quickly became a leader in the field of second language acquisition. Our commitment to high academic standards, creativity, and innovative solutions ensures that we will meet and exceed all of your needs and expectations as FSL educators.
CEC takes great pride in our many years of FSL expertise. We offer a variety of resources in both print and digital formats that are sure to be a hit with teachers and students alike. Our programs focus on oral proficiency development and feature engaging learning contexts with authentic situations. We use literacybased strategies, action-oriented tasks, assessment tools, and multimedia content to effectively foster lifelong language learning.
We are proud to present our 2023 Elementary FSL catalogue. This catalogue features our two major programs: C’est parti ! for Grades 4-6 and Odyssée for Grades 7-8. It also includes our balanced literacy program Boomerang for Grades 4-8.
C’est parti ! and Odyssée are completely aligned with the expectations of the Ontario 2013 Revised Core French Curriculum and are Trillium listed. Boomerang is a flexible supplementary resource that meets the targets set by the Literacy and Numeracy Secretariat. It can easily be used independently or in conjunction with C’est parti ! and Odyssée.
Your CEC team is here to support you each and every day!
To get more information on any of our resources or to plan a meeting, please contact us. We will be happy to answer any questions you may have and to assist you in choosing the resources that are right for you.
Francine Duguay, Director of Sales and Marketing francine.duguay@ceceditions.com
Phone: 1 800-363-0494 ext. 372
Mobile: 514-465-3586
WE
CEC !
ARE
GET DIGITAL myCECZone ..................................................... 2 C’EST PARTI ! – JUNIOR CORE RESOURCE C’est parti ! – The Program ......................................... 4 C’est parti ! 1 ................................................... 6 C’est parti ! 2 .................................................... 8 C’est parti ! 3 .................................................... 10 ODYSSÉE – INTERMEDIATE CORE RESOURCE Odyssée – The Program ........................................... 12 Odyssée 1 ....................................................... 14 Odyssée 2 ...................................................... 16 BOOMERANG – JUNIOR AND INTERMEDIATE LITERACY Boomerang – The Program ........................................ 18 Boomerang 1 ................................................... 20 Boomerang 2 .................................................... 22 Boomerang 3 24 Boomerang 4 ................................................... 26 Boomerang 5 28 Suggested Planning for Combined Grades .......................... 30 PROFESSIONAL LEARNING Beyond the Basics ................................................ 31 Teach Me So I Learn .............................................. 31 My FSL Learning Environment: The Key to Success! .................... 31 Let’s Talk: Lifelong Language Learning 31 DICTIONARY Le français en images, 2nd Edition .................................. 32
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TABLE OF CONTENTS
A STANDOUT DIGITAL PLATFORM
Log in to your teacher account or create your account
Enter activation codes for your selected titles
Benefit from a range of tools and features to teach in person or remotely
Enjoy constant access even without Internet by downloading to a computer or tablet
Rely on the expertise of our pedagogical and technical support team
DIGITAL TOOLS TO BOOST LEARNING!
Choose your preferred navigation and display modes to create compelling presentations
Keep the class engaged by using the toolbar to annotate, zoom in, highlight difficult words, and add notes, links, and your own documents for further learning
Hide text to solicit predictions or to create a fill-in-the-blank dictation or writing activity
Create a group, automatically generate student accounts, and share your content, documents and instructions with them
Provide oral instructions or have students read a text using the recording function
Use the whiteboard as additional work space
Respond to specific needs by incorporating speech synthesis software
And much more!
GET DIGITAL 2
YOUR BOOKSHELF: WELL ORGANIZED AND EASY TO NAVIGATE
GET DIGITAL 3
THE MOST COMPLETE AND FLEXIBLE PROGRAM AVAILABLE!
C’est parti ! 1-3 for grades 4-6 is designed to help you meet and exceed the expectations of the Ontario 2013 Revised Core French Curriculum. It includes everything you need to ensure that your students will love learning French. Created by elementary French teachers in Ontario, C’est parti! presents authentic learning contexts and engaging situations and tasks to motivate your students to succeed.
MEET AND EXCEED CURRICULUM EXPECTATIONS
Places a strong emphasis on oral interaction to develop listening, speaking, reading, and writing skills
Provides multiple opportunities for spontaneous interaction and purposeful talk
Teaches language learning strategies explicitly
Allows you to set learning goals, co-create success criteria, and use achievement charts to promote self-directed learning
Promotes cultural awareness
Presents the steps of the Gradual Release of Responsibility to provide the scaffolding students need to use strategies independently
USE C’EST PARTI ! IN YOUR GRADES 4-6
FRENCH CLASSES AND BRING LANGUAGE LEARNING TO LIFE !
JUNIOR CORE RESOURCE
On the Trillium List C’EST PARTI ! 4
PROGRAM COMPONENTS
5 different units per grade level. Units can be purchased separately or together.
For Students
Student module, available in print format
For Teachers
Teacher’s resource guide available in 2 options:
- Print format + 7-year digital access
- 7-year digital access only
• Digital class set of 30 student modules, with or without teacher’s guide (1-year access)
• Audio CD
STUDENT MODULE
Engaging learning contexts
Fun tasks to pique student interest
A wide variety of text types
Functional language that kids actually use
Highly visual, vibrant, and modern graphics
Character development focus
TEACHER’S RESOURCE GUIDE
EACH GUIDE CONTAINS:
Learning goals and success criteria
Curriculum links
Teaching tips
Differentiation suggestions
Critical literacy
Suggestions for oral interaction
Intercultural understanding
A variety of assessment tools (assessment for / as / of learning)
Activities addressing three learning styles (VAK)
Reference to the Common European Framework of Reference (CEFR)
MYCECZONE
• 7-year digital access to the complete program
• Modifiable line masters
- Activity sheets
- Anchor charts
- Graphic organizers
- Self-, peer-, and teacher-assessment tools
- Tracking sheets for anecdotal observations
- Grading rubrics
JUNIOR CORE RESOURCE
FLIP THROUGH ONE OF THE MODULES ON OUR WEBSITE C’EST PARTI ! 5
JE PARLE FRANÇAIS !
The context of this module is back to school. Students get ready to purchase their school supplies and then meet the teachers and get to know their school.
CHARACTER DEVELOPMENT TRAIT Responsibility
FINAL TASK
Students create a short profile or description of themselves to share with the class.
STRATEGY
• Looking at photos and illustrations
• Asking questions
Boomerang 1 – Quelle fête !
This module focuses on respect and good manners. Students learn about greetings, cooperation, and being polite by creating a robot they will present to the class.
CHARACTER DEVELOPMENT TRAIT Respect
FINAL TASK
Students describe the robot’s physical features and good manners when they present their creation to the class.
STRATEGY
• Making predictions
• Associations
Boomerang 1 – Ce n’est pas moi !
6
MON ROBOT RESPECTUEUX !
C’EST PARTI
On the Trillium List
!
UNE CULTURE À CÉLÉBRER ! MYSTÈRE !
The theme for this module is celebrations, festivals, and Franco-Ontarian culture. Students learn about some Ontarian festivals and celebrations (Winterlude, La nuit sur l’étang, and the Festival franco-ontarien).
CHARACTER DEVELOPMENT TRAIT Appreciation
FINAL TASK
Students compare their favourite celebration (festivities associated with their culture, e.g. Chinese New Year or birthday celebrations) with one of the Franco-Ontarian celebrations presented in the module.
STRATEGY
• Looking for cognates
• Listening carefully
Boomerang 1 – Au revoir, Lola !
The theme for this module is investigation. As detectives, students solve a mystery by asking questions about suspects and locations.
CHARACTER DEVELOPMENT TRAIT
FINAL TASK
Accomplishment – Creativity
Students create a skit or a puppet show about the suspects and culprit to demonstrate how the mystery was solved.
STRATEGY
• Associations
• Using models
Boomerang 1 – Une bonne photo de classe !
PRENDS SOIN DE MOI !
This module features animals. Students learn about animals that need to be cared for, like endangered species, as well as those that care for human beings, like service animals.
CHARACTER DEVELOPMENT TRAIT Compassion
FINAL TASK
Students choose an animal to present. They describe what it likes to eat or do and its various traits.
STRATEGY
• Identifying important ideas
• Thinking about a subject and about personal experiences
Boomerang 1 – Est-ce que tu me connais ?
7
C’EST
PARTI !
This unit highlights respect and pride for our country. Students discuss symbols that identify us as Canadians, including images on our Canadian coins and bills, and activities such as hockey, our national sport. They learn about a Huron village in Quebec and the symbols of the First Nations.
CHARACTER DEVELOPMENT TRAIT Respect – Integrity
FINAL TASK
Students create a symbol that identifies their school.
STRATEGY
• Looking at photos and illustrations
• Reading between the lines
Boomerang 2 – Le fort de Liam
In this unit, students study the many facets of citizenship. They discover the foundations of a community. They explore professions and points of interest, and use directions to find themselves on a map, while becoming familiar with la belle province and its communities from north to south. They study the weather and clothes during the four seasons and talk about their activities.
CHARACTER DEVELOPMENT TRAIT Citizenship
FINAL TASK
Students present a rich description of a community of their choice.
STRATEGY
• Making predictions
• Identifying important ideas
Boomerang 2 – La journée de Charlie
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!
MON CANADA
LA BELLE PROVINCE
C’EST PARTI !
On the Trillium List
In this unit, students learn to appreciate food and make healthy choices. Through a variety of engaging texts, students learn to make tacos, read a menu, and order in a restaurant.
CHARACTER DEVELOPMENT TRAIT Appreciation
FINAL TASK
Students create an ideal menu that would encourage their friends to eat in their new restaurant and they role-play a restaurant scene in small groups. It’s the perfect opportunity for a restaurant field trip!
STRATEGY
• Using models
• Grouping words or ideas together
Boomerang 2 – Qu’est-ce que tu vois ?
Responsibility for the environment is crucial for the planet. In this unit, students learn to reduce, reuse, and recycle. They take part in an initiative to look after the environment in their community and invite their friends to help through a series of engaging activities and authentic texts.
CHARACTER DEVELOPMENT TRAIT Responsibility
FINAL TASK
Students work in small groups to create an initiative in the school to show respect for the environment.
STRATEGY
• Imagining something
• Thinking about a subject and about personal experiences
Boomerang 2 – Mission possible !
Integrity is what makes us who we are. In this unit, students learn to describe their qualities, their different types of intelligence, and their challenges. They determine how they can use these qualities to better understand their friends and to stand up for what they believe in. They are introduced to prominent French-speakers who have made a difference.
CHARACTER DEVELOPMENT TRAIT Integrity
FINAL TASK
Students write a motivational speech and present a friend to the class after conducting an interview.
STRATEGY
• Using context to help with understanding
• Associations
Boomerang 2 – Qui est ton héros ?
9
QUE C’EST BON ! ÉCOLOS
TOI ET MOI ! C’EST PARTI !
!
As students create an invention, they plan out the steps to present it at a conference for inventors. They create a flyer and logo and learn how to follow steps to accomplish their tasks. Along the way, they learn how to provide helpful, respectful feedback to their peers.
CHARACTER DEVELOPMENT TRAIT Creativity
FINAL TASK
Students create an invention that will make their lives easier and present it to the class.
STRATEGY
• Grouping words or ideas together
• Giving and receiving feedback
Boomerang 3 – Clic !
Students learn about the importance of setting goals and developing an action plan in order to be successful. They explore favourite hobbies and pastimes, like sports and the arts, and discuss the importance of being motivated and committed to their tasks.
CHARACTER DEVELOPMENT TRAIT Perseverance – Commitment
FINAL TASK
Students write and present a motivational speech to showcase what they are passionate about and motivate others to stay committed to their goals.
STRATEGY
• Using models
• Imagining something
Boomerang 3 – Repousse tes limites !
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EURÊKA !
On the Trillium List C’EST PARTI !
JE VEUX, JE PEUX !
D’UN OCÉAN À L’AUTRE ORIGINAL ET GÉNIAL !
Students learn how various Francophone cultural groups across Canada — including those in Acadia and Western and Northern Canada — celebrate their French heritage.
CHARACTER DEVELOPMENT TRAIT Citizenship - Appreciation
FINAL TASK
Students create their own cultural festival to showcase their personal cultural heritage using what they have learned as a model. They prepare a map of the festival grounds, choose events that will take place, decide on food kiosks, and present the festival to the class.
STRATEGY
• Associations
• Using a graphic organizer to explain ideas
Boomerang 3 – Nous sommes uniques !
Students learn to connect with their peers and to value diversity and differences. They discuss people who think outside the box to make their mark on society.
CHARACTER DEVELOPMENT TRAIT Respect
FINAL TASK
Students create a magazine to showcase respect for people’s differences and show it to classmates and visiting parents.
STRATEGY
• Identifying the main idea
• Making use of resources when in need of help
Boomerang 3 – La forêt du Grand Ours
COMPLÈTEMENT TECHNO !
Students explore the world of technology as they are exposed to a variety of technology-based presentation formats. They write a persuasive report identifying why they “need” a cell phone.
CHARACTER DEVELOPMENT TRAIT Accomplishment
FINAL TASK
Students use technology to create a visual representation designed to showcase themselves, their friends, and their school.
STRATEGY
• Identifying steps in order to organize work
• Brainstorming ideas before writing a text
Boomerang 3 – Max et ses amis
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C’EST PARTI
!
CONTINUE THE JOURNEY TO LIFELONG LANGUAGE LEARNING
Meet and exceed the “big ideas” and expectations of Ontario’s 2013 revised Core French curriculum with Odyssée, our strategy-based, action-oriented program that combines oral interaction with reading and writing. Continue the journey begun with the bestselling grades 4-6 series, C’est parti !, written by French teachers in Ontario, and put your students on the path to becoming tomorrow’s global citizens.
Engaging and authentic learning contexts, cultural and intercultural opportunities, and relevant activities that reflect the realities of young teens
Provides multiple opportunities for active student engagement
Uses the development of oral communication skills as the springboard for reading and writing
Places emphasis on the Gradual Release of Responsibility to ensure student success
Stresses the importance of scaffolding to meet the needs of all students
Provides self-, peer-, and teacher-assessment and evaluation tools for reflection, self-directed learning, and support for next steps
Links to the principles of the Common European Framework of Reference (CEFR)
INTERMEDIATE CORE RESOURCE
ODYSSÉE 12 On the Trillium List GET YOUR STUDENTS SPEAKING FRENCH AND HAVING FUN
PROGRAM COMPONENTS
4 different units per grade level. Units can be purchased separately or together.
For Students
Student module, available in print format For Teachers
Teacher’s resource guide available in 2 options:
- Print format + 7-year digital access
- 7-year digital access only
• Digital class set of 30 student modules, with or without teacher’s guide (1-year access)
• Audio CD
TEACHER’S RESOURCE GUIDE
A practical introduction to the pedagogy behind the resource
Overviews for long-range and short-term planning
Detailed teaching and learning cycles and structured lessons
Helpful tips and suggestions
A wide selection of modifiable line masters
MYCECZONE
BLMs include activity sheets, graphic organizers, anchor charts, assessment and evaluation tools
A CEFR-based student portfolio
7-year online access to the resources including interactive e-books with embedded BLMs, audio, video, and interactive whiteboard activities
Discover our teaching and learning technology and wire your FSL classroom for success! (See pages 2 and 3 for more information.)
INTERMEDIATE CORE RESOURCE FLIP THROUGH ONE OF THE MODULES ON OUR WEBSITE ODYSSÉE 13
J’ACHÈTE... OU PAS ?
This unit focuses on consumerism and the influence of advertising on our lives. Students choose a pastime that appeals to them and use the modelling in the module to guide their activities. They discuss their needs and wants in terms of their chosen pastime and consider the materials they need to purchase. They learn about ways students their age might make money to make their purchases and the importance of budgeting.
PRACTICAL APPLICATIONS
Students learn how to be responsible consumers. They learn how to prepare a budget to make purchases for their hobby and come to understand the importance of finding part-time jobs to help pay for their pastimes.
CULTURAL REGION
Students increase their knowledge of Haiti in this unit.
FINAL TASK
Students choose a pastime and make a list of items required to enjoy their new hobby. They prepare an oral or a written presentation to showcase their hobbies, their needs and wants, their budgets and the part-time jobs they might choose to help fund their expenses.
Boomerang 4 – Vive les sports !
SUR MON ÉCRAN
This unit focuses on the screens in our lives. Students are exposed to electronic invitations, texting, and geocaching. They learn how to write a review of something they might have seen or heard on a screen, like a song, a video, or a movie. Following step-by-step models, students learn how to identify and describe the main elements of their review. Finally, they assign an appropriate number of stars to the production.
PRACTICAL APPLICATIONS
Students think critically about how screen content can not only entertain but also harm them.
CULTURAL REGION
Students learn about geocaching in Martinique, a tourist activity that helps visitors discover this Caribbean island.
FINAL TASK
Students write a review of a song, a video, or a movie. They present it orally through a webcast or in writing to the class and the teacher.
Boomerang 4 – Le cinéma
14 On the Trillium List
ODYSSÉE
In this unit, students take a closer look at the simple, scientific concepts that relate to their daily lives. This is an engaging unit that puts the emphasis on critical and creative thinking and gives students numerous opportunities not only to discuss the “what” of science around them, but also the “what for.” The unit provides a host of opportunities for authentic interaction about the world around us.
PRACTICAL APPLICATIONS
Students consider simple scientific concepts they observe around them, e.g., why paint is thick and nail polish thin, how our senses help us “see” the world around us, and even how to prepare molecular foods, the cuisine of the future!
CULTURAL REGION
Students learn about the protected Amazonian rainforest of French Guyana and its creatures.
FINAL TASK
Students formulate a hypothesis for an experiment they might conduct, define what they could expect to prove, and present possible findings in a video or written presentation.
Boomerang 4 – Bon appétit !
A family is planning an RV trip to the French-speaking areas of the United States. They decide on what they will need to bring and explain their choices. They tour Louisiana’s bayous and visit Lafayette, the French capital of the state. At the end of their trip, the young girl in the story posts to her blog the pictures she took along the way.
PRACTICAL APPLICATIONS
Students’ French experience takes them to an authentic situation outside the classroom as they talk about planning the best trip ever!
CULTURAL REGION
Students discover Francophone areas in the US and learn about how the proud Francophones in Louisiana have worked to keep their French heritage alive.
FINAL TASK
Students plan a trip they might take with their families. They prepare an itinerary, a list of things to bring, fun activities to do, and present these to the class.
Boomerang 5 – Voyages dans la francophonie
15 ODYSSÉE
SCIENCES EN FOLIE ! UNE EXCURSION EN FAMILLE
On the Trillium List
AVENTURES EXTRÊMES
In this unit, students read a short adventure story. They discuss the characters, the setting, and the events leading up to the dénouement. This unit is an excellent literacy unit, as it provides an easy-to-follow model for students to create their own story, something they can take great pride in. They will find that writing a story is easy when they follow the well-prepared steps.
PRACTICAL APPLICATIONS
Students use the model adventure story to discuss situations that might arise during an innocent walk through a mountainous region, the importance of first responders in assisting adventurers, and the actions they can take to help others.
CULTURAL REGION
We are introduced to tourist attractions in France, specifically Gréolières, a village in the South of France that caters to tourists looking for adventure.
FINAL TASK
Students prepare an adventure story, either by following a writing template or by storyboarding it. They take part in story-telling sessions by sharing their stories with the class.
Boomerang 5 – Voyages dans la francophonie
In this unit, students consider who they are, their likes and dislikes, and their plans for the future. They read a genealogy chart dating back several hundred years, talk about someone in their family they respect, and identify their personal strengths and weaknesses. The unit is divided into three overlapping sections: D’où viens-je ? Qui suis-je ? and Où vais-je ?
PRACTICAL APPLICATIONS
Students consider all the elements that make them unique: their origins, their traits, and their plans for the future. They think critically about what they do, why they do it, and how their actions define them. This unit gives students the opportunity to really get to know their classmates.
CULTURAL REGION
Students learn about Belgium, its history, and its place on the world stage.
FINAL TASK
Students choose six subjects that help them answer the unit question: Qui suis-je ? They create a personal cube or scrapbook to describe themselves. Finally, they write up an explanation of each element and present it to the class orally or in writing.
Boomerang 5 – En avant la musique !
C’EST MA VIE !
16
ODYSSÉE
TROUVE TA CAUSE !
This unit focuses on ways students can support causes that are important to them. They consider the importance of working together to raise money for these causes and persuade their friends to help. Along the way, they learn the language they need to convince friends to join the cause, write radio jingles related to volunteering, and discuss various activities they can do to support a cause. This unit on volunteering brings the Me to We campaign to life in the French classroom.
PRACTICAL APPLICATIONS
Students are given the opportunity to think about ways that their volunteering can help their communities. The unit prepares students for the compulsory volunteer hours needed to graduate high school and highlights the importance of giving back.
CULTURAL REGION
In this unit, students are introduced to Switzerland and organizations with a mission to provide assistance around the world.
FINAL TASK
Students identify a cause that is close to their heart and explain why it is meaningful to them. They prepare arguments to convince their friends to help them support the cause. Together, they set up an action plan for going forward.
Boomerang 5 – Ensemble, on s’implique !
This unit incorporates two underlying topics that are relevant for students at the end of grade 8. First, they discuss their lives during their elementary years, from childhood to adolescence. This gives them an opportunity to reminisce with their classmates about how much they have grown. For the second stream in the module, students discuss events that they find stressful and strategies to help them cope with their stress.
PRACTICAL APPLICATIONS
Students consider their elementary years as they look forward to starting high school. They learn strategies as they prepare themselves for the inevitable stress of attending a new school and making new friends.
CULTURAL REGION
Students learn about Monaco. Through reading about this Francophone region of Europe, they learn about a yearly yoga festival and watch a video about yoga.
FINAL TASK
Students reflect on their experiences in elementary school. They discuss what they learned, the challenges they overcame, what they did well, and who influenced them during those formative years. Their final presentation is designed to showcase their memories.
Boomerang 5 – Voyages dans la francophonie
DES DÉFIS EN
! 17 ODYSSÉE
PERSPECTIVE
The Boomerang collection for students in grades 4 through 8 is designed for teaching literacy in the context of FSL learning. The collection engages students with texts intended to develop their abilities to listen, speak, read, write, watch, and present in French. It showcases 55 different texts on a variety of topics, based on character traits, that will appeal to all students.
MOTIVATE YOUR STUDENTS TO COMMUNICATE IN FRENCH
A balanced literacy program that focuses on strategy development and integrates listening, speaking, reading, and writing
Booklets available in both print and digital versions
Relevant and age-appropriate texts, authentic situations, functional language used in context, and strategy-based practices
Levelled readers, Teacher’s Resource Books, audio CDs, CD-ROMs, and digital readers on myCECZone to facilitate authentic and spontaneous oral interaction
Teaching notes to support continuous student engagement based on the Gradual Release of Responsibility model
Multiple suggestions for differentiation to ensure that each student acquires the skills and confidence they need to successfully interact in French
Project-based culminating tasks in the lesson plans supported by reproducible sheets, allowing students to demonstrate reading comprehension and providing teachers with opportunities for oral production assessment and evaluation
JUNIOR AND INTERMEDIATE LITERACY 18
NOW WE’RE TALKING!
BOOMERANG
ENCOURAGE AND SUPPORT COLLABORATIVE LEARNING!
TEXTS
Boomerang 1-3 (Grades 4-6)
Five levelled readers (2 easy, 2 moderate, 1 advanced) per grade
A wide variety of real-life situations: fiction and non-fiction
Accommodations for auditory, visual, and kinesthetic learning styles
• Lexique visuel to facilitate vocabulary and knowledge trans
Available in both print and digital versions (digital in class set of 30)
Boomerang 4-5 (Grades 7-8)
Three collections of texts per grade
A variety of text types: narrative and informative
Magazine-style format to engage intermediate students
• Pour t’aider section explains difficult words and idiomatic expressions en français
Available in both print and digital versions (digital in class set of 30)
PRINT TEACHER’S RESOURCE BOOK
Easy-to-follow lesson plans
Class set of 30 student online access codes to any series - 1-year licence
Over 150 reproducible activity sheets, anchor charts, and graphic organizers to save you hours of preparation
300+ colour flash cards (Boomerang 1-3) to help consolidate newly acquired vocabulary
A variety of assessment tools
An audio CD with the narration of each text and highlighted vocabulary
COMPLETE BOOMERANG PROGRAM IN A KIT
Create a dynamic learning environment in your FSL classroom!
• Boomerang 1-3 Kits include 6 copies of the 5 titles for the grade (30 books)
• Boomerang 4-5 Kits offer 6 or 30 copies of the title selected
A print Teacher’s Resource Book with overviews, lesson plans, and reproducible line masters
Audio CD and CD-ROM
5-year teacher access to the digital readers on myCECZone
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JUNIOR AND INTERMEDIATE LITERACY
FLIP THROUGH ONE OF THE READERS ON OUR WEBSITE BOOMERANG
CE N’EST PAS MOI !
TEXT TYPE Fiction
CHARACTER DEVELOPMENT TRAIT Respect
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. 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.
C’est parti ! 1 - Mon robot respectueux !
QUELLE FÊTE !
TEXT TYPE Fiction
CHARACTER DEVELOPMENT TRAIT
Responsibility
SYNOPSIS You are invited to the Martin family’s Canada Day party, and each extended family member has a specific responsibility to contribute to its success.
Our young female narrator helps her little brother get ready while her half-sister decorates the house. Her father organizes the games and she makes dessert with her stepmother. 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.
C’est parti ! 1 - Je parle français
20
EASY EASY BOOMERANG
TEXT TYPE Fiction
CHARACTER DEVELOPMENT TRAIT Appreciation
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 recaps the drive to Montreal with his parents to watch the Toronto Maple Leafs play the Montreal Canadiens.
While at a restaurant, he can’t order fondue because it’s a meal for two, which makes him begin 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.
C’est parti ! 1 - Une culture à célébrer !
UNE BONNE PHOTO DE CLASSE !
TEXT TYPE Non-fiction
CHARACTER DEVELOPMENT TRAIT Accomplishment – Creativity
SYNOPSIS This piece of procedural writing allows the students to create descriptive self-portraits via an edible medium: cupcakes!
Step-by-step, our young 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.
C’est parti ! 1 - Mystère !
EST-CE QUE TU ME CONNAIS ? ADVANCED
TEXT TYPE Non-fiction
CHARACTER DEVELOPMENT TRAIT Compassion
SYNOPSIS This informative text explains the roles played by some of the more misunderstood members of our ecosystem. A bat, giraffe, vulture, great white shark, spider, snail, crocodile, and others each provide interesting facts about themselves from their own point of view.
We learn to have a more compassionate understanding of different animals 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.
C’est parti ! 1 - Prends soin de moi !
21
AU REVOIR, LOLA !
MODERATE
MODERATE
BOOMERANG
TEXT TYPE Fiction
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.
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, create a friendship cube, and present it to the class.
C’est parti ! 2 - Mon Canada !
LA JOURNÉE DE CHARLIE
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.
Charlie scoots away on a skateboard on his own adventure and the children scour the neighbourhood to find him. A police officer, bus driver, mail carrier, and firefighter suggest looking for Charlie at the grocery store, the hair salon, the post office, and the bank.
The garbage collector 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.
C’est parti ! 2 - La belle province
22
LE FORT DE LIAM
EASY EASY BOOMERANG
QU’EST-CE QUE TU VOIS ?
TEXT TYPE Fiction
CHARACTER DEVELOPMENT TRAIT Appreciation
SYNOPSIS This narrative follows Ayasha and her father at her school’s annual art festival.
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.
C’est parti ! 2 - Que c’est bon !
MISSION POSSIBLE !
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. 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.
Green Mission = Mission possible!
ORAL RESPONSE TO TEXT Students create and present artwork using recyclable materials
C’est parti ! 2 - Écolos !
QUI
EST TON HÉROS ?
TEXT TYPE Fiction and Non-fiction
CHARACTER DEVELOPMENT TRAIT Integrity – Compassion
SYNOPSIS In this combined narrative and non-fiction text, Naomi does research for her school assignment about heroes. 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!
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.
C’est parti ! 2 - Toi et moi !
23
ADVANCED MODERATE MODERATE BOOMERANG
SYNOPSIS
TEXT TYPE Fiction
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. 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.
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.
C’est parti ! 3 – Eurêka
REPOUSSE TES LIMITES !
TEXT TYPE Fiction
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.
While swimming, she is 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. With her friends and family cheering her on, she fulfills her commitment to this worthy cause and crosses the finish line. Bravo, Nala !
ORAL RESPONSE TO TEXT Students present an oral response to the text by reciting a motivational poem.
C’est parti ! 3 - Je veux, je peux !
24 CLIC !
EASY EASY BOOMERANG
NOUS SOMMES UNIQUES !
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. This informational text provides us with a brief history of the Métis culture and helps us learn to respect their symbols, art, celebrations, traditional foods, dances, music, and games.
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 make them unique.
C’est parti ! 1 - Une culture à célébrer !
LA FORÊT DU GRAND OURS
TEXT TYPE Non-fiction
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 and temperate climate.
Discover rich flora and diverse fauna like the Kermode bear: a rare black bear with cream-coloured fur.
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.
C’est parti ! 3 - Original et génial !
MAX ET SES AMIS
TEXT TYPE Fiction
CHARACTER DEVELOPMENT TRAIT Accomplishment
SYNOPSIS Max welcomes us to his school’s extraordinary website where he and his friends from all over the French-speaking world can communicate in a completely safe environment.
Each student’s page shows where they are from, their birthday, their interests, and pictures with captions.
Friends from Tadoussac, Quebec; 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.
C’est parti ! 3 - Complètement techno !
25
ADVANCED MODERATE MODERATE BOOMERANG
LE CINÉMA
Un billet, deux films ?
TEXT TYPE Email
CHARACTER DEVELOPMENT Honesty
SYNOPSIS Caroline emails her friend Rachel because she needs advice. Her friend Vanessa wants them to go to the movies and wants to buy one ticket to see two movies. What will Rachel’s answer be?
FINAL TASK Students create an email, a survey, a poster, or a video clip.
Choisir un film… quelle décision !
TEXT TYPE Dialogue
CHARACTER DEVELOPMENT Compromising
SYNOPSIS Four teens give their opinion on their favourite movies and movie genres.
FINAL TASK Students create a movie poster and a skit.
Des moments importants dans l’histoire du cinéma
TEXT TYPE Timeline
CHARACTER DEVELOPMENT Accomplishment
SYNOPSIS A timeline follows important events in the history of the movie industry.
FINAL TASK Students create a timeline, television or radio program, and a poster or promotional advertisement.
Deux Canadiens extraordinaires dans le monde du cinéma
TEXT TYPE Biography Cards
CHARACTER DEVELOPMENT Resilience – Commitment
SYNOPSIS Biographical information about Canadian film director James Cameron and First Nations actress Tantoo Cardinal.
FINAL TASK Students create a biography card, a poem or song, or present a collage or a PowerPoint presentation.
Quelle vie de star !
TEXT TYPE Comic Strip
CHARACTER DEVELOPMENT Integrity
SYNOPSIS A day in the life of a diva.
FINAL TASK Students recreate the comic strip as a skit, compose a rap or a song, create an interview, or make an original eight-frame comic strip.
Pirates ou consommateurs ?
TEXT TYPE Blog
CHARACTER DEVELOPMENT Honesty
SYNOPSIS Five students post their comments on illegal downloading.
FINAL TASK Students create a public service announcement, television advertisement, or letter to the editor.
Odyssée 1 – Sur mon écran
BON APPÉTIT !
Un bon repas
TEXT TYPE Menu and Bill
CHARACTER DEVELOPMENT Appreciation
SYNOPSIS A full menu of dishes and beverages with prices at the restaurant Le Petit Bistro.
FINAL TASK Students prepare and present a radio advertisement for a restaurant, create a menu, and plan the opening of their own restaurant.
La critique du restaurant
L’Ancien Parisien
TEXT TYPE Critique
CHARACTER DEVELOPMENT Appreciation – Creativity
SYNOPSIS A review of the restaurant L’Ancien Parisien, written by a well-known Parisian restaurant critic.
FINAL TASK Students write and post a review online, create and present a skit, research and report findings, or create a television interview.
Le dîner d’Asad
TEXT TYPE Short Story
CHARACTER DEVELOPMENT Tolerance – Acceptance
SYNOPSIS Asad, a new immigrant from Somalia attending his first day of school in Canada, realizes that food can bring people together.
FINAL TASK Students decorate a lunch bag with symbols, present a skit, and create a 3-D model of words and expressions.
La fabrication du chocolat : de la graine à l’emballage
TEXT TYPE Photo Essay
CHARACTER DEVELOPMENT Accomplishment – Responsibility
SYNOPSIS Students follow the major steps in the making of chocolate, from seed to packaging.
FINAL TASK Students create a poem, a recipe, or a commercial.
26 BOOMERANG
Viens découvrir les spécialités du Québec !
TEXT TYPE Article and Recipe
CHARACTER DEVELOPMENT Citizenship
SYNOPSIS Students learn about Quebecois specialities including tourtière, poutine, baked beans, maple syrup, and pouding chômeur.
FINAL TASK Students research and present their findings in a magazine layout, videotaped television ad, or oral presentation.
Ma première journée à l’école Le Cordon Bleu
TEXT TYPE Journal Entry
CHARACTER DEVELOPMENT Responsibility
SYNOPSIS Nicole is ready for her first day at Le Cordon Bleu, a world famous culinary school, and shares her excitement in a journal entry.
FINAL TASK Students create a journal entry, slide show, poster, or interview.
Manger mieux, vivre mieux !
TEXT TYPE Cartoon and Article
CHARACTER DEVELOPMENT Responsibility
SYNOPSIS Students are introduced to the number of servings they need from each food group and how to develop healthy eating habits.
FINAL TASK Students create a labelled collage, a cartoon, a media presentation, or a poster.
Odyssée 1 – Sciences en folie!
Le camp de soccer
TEXT TYPE Dialogue, Letter, and Invitation
CHARACTER DEVELOPMENT Accomplishment –Perseverance
SYNOPSIS Jamie’s father enrolls her in a soccer camp as a surprise birthday present. A letter of welcome outlines all the fun activities involved. Bon anniversaire, Jamie !
FINAL TASK Students create a dialogue, a brochure, and text messages, emails, or a telephone conversation (written or oral).
Tournoi de hockey Recherche de bénévoles
TEXT TYPE Poster
CHARACTER DEVELOPMENT Commitment – Responsibility
SYNOPSIS One poster recruits hockey players to compete in a tournament. A second poster calls for volunteers to help organize a regional swim meet.
FINAL TASK Students create a website and a dialogue, promotional poster, or travel brochure.
Des athlètes canadiens remarquables
TEXT TYPE Photo Essay Exhibit
CHARACTER DEVELOPMENT Commitment
SYNOPSIS Students learn about past and present Canadian athletes who have left a mark on their sport.
FINAL TASK Students create a sports biography card or an interview.
Sandro adore le baseball
TEXT TYPE Narrative
CHARACTER DEVELOPMENT Perseverance – Determination
SYNOPSIS Sandro loves baseball, but he seems to have a lot of trouble catching or hitting the ball. After a series of events, he wins the championship for his team!
FINAL TASK Students write texts or emails, skits, and dialogues to present.
L’équipement de sport : une évolution
TEXT TYPE Photo Essay Exhibit
CHARACTER DEVELOPMENT Accomplishment
SYNOPSIS We learn how the hockey mask, snowboard, ice skates, and baseball glove have evolved and improved over time.
FINAL TASK Students create or illustrate models to present and research a timeline.
Des athlètes extraordinaires
TEXT TYPE Informational Text
CHARACTER DEVELOPMENT Determination – Responsibility –Resilience
SYNOPSIS We are introduced to some of the most popular sports of the Paralympics, including sitting volleyball, wheelchair basketball, alpine skiing, and sledge hockey.
FINAL TASK Students create a profile, promotional poster, or graphic organizer.
Filles et garçons : jouer ensemble ou non ?
TEXT TYPE Chat
CHARACTER DEVELOPMENT Determination
SYNOPSIS Audrey hosts a chat room and asks for opinions about whether girls and boys should play on the same sports team.
FINAL TASK Students write a newspaper article, a song, rap lick, or poem, or make a graffiti poster to present.
Odyssée 1 – J’achète… ou pas?
VIVE LES SPORTS ! 27 BOOMERANG
VOYAGES DANS LA FRANCOPHONIE
Que pensez-vous de Saint-Martin ?
TEXT TYPE Blog
CHARACTER DEVELOPMENT Responsibility
SYNOPSIS David is blogging on a travel-sharing site to learn about Saint-Martin before he goes there on vacation with his family.
FINAL TASK Students prepare an interview or create a blog.
Saint-Pierre-et-Miquelon : la France en Amérique
TEXT TYPE Brochure
CHARACTER DEVELOPMENT Appreciation
SYNOPSIS Students learn about the French islands Saint-Pierre-et-Miquelon, which lie just off the east coast of Canada.
FINAL TASK Students prepare a commercial or a radio ad or create a website.
Des nouvelles d’Europe
TEXT TYPE Email
CHARACTER DEVELOPMENT Determination – Responsibility
SYNOPSIS Lian emails her family in Canada while travelling throughout Europe to improve her French.
FINAL TASK Students prepare a video presentation on Skype or a skit demonstrating a phone conversation.
Un voyage de classe à Québec
TEXT TYPE Directions (City Map)
CHARACTER DEVELOPMENT Responsibility
SYNOPSIS Yusseuf and his grade-eight friends can’t wait for their upcoming class trip to Québec City.
FINAL TASK Students prepare a presentation or plan an itinerary.
Nos vacances à Mont-Tremblant
TEXT TYPE Comic Strip
CHARACTER DEVELOPMENT Persistence
SYNOPSIS A couple anticipating their winter trip to Mont-Tremblant, Quebec, experiences various problems.
FINAL TASK Students create a skit or a comic strip.
Maroc : on arrive !
TEXT TYPE Itinerary
CHARACTER DEVELOPMENT Appreciation
SYNOPSIS We learn about the eight-day itinerary of Kate’s trip to Morocco with her family.
FINAL TASK Students present a conversation or create a poster.
Mon voyage à Monaco
TEXT TYPE Postcard
CHARACTER DEVELOPMENT Appreciation – Citizenship
SYNOPSIS Stephan writes a series of postcards to his friends while visiting his cousins in France.
FINAL TASK Students present a dialogue or post pictures on a website.
Odyssée 1-2 – Une excursion en famille, Aventures extrêmes, Des défis en perspective !
Aller ou ne pas aller au concert…
TEXT TYPE Chat
CHARACTER DEVELOPMENT Responsibility – Accountability
SYNOPSIS Ava tells her friends that her parents won’t allow her to attend a concert with them.
FINAL TASK Students prepare a phone, an online, or a written conversation.
L’importance de la musique dans nos vies
TEXT TYPE Magazine Article
CHARACTER DEVELOPMENT Accomplishment
SYNOPSIS We learn about the development of music to the present day and the many ways in which music affects our lives.
FINAL TASK Students hold a debate or create a collage, a mobile, or a PowerPoint presentation.
Le monde de la musique, c’est fascinant !
TEXT TYPE Photo Montage
CHARACTER DEVELOPMENT Appreciation
SYNOPSIS This photo montage presents fascinating facts about the world of music.
FINAL TASK Students research and present facts.
28
AVANT LA MUSIQUE ! BOOMERANG
EN
Quelle surprise !
TEXT TYPE Narrative
CHARACTER DEVELOPMENT Determination
SYNOPSIS Four boys auditioning to become the lead singer for a male group discover that the most talented singer is actually… a girl!
FINAL TASK Students prepare a career plan or create a comic strip.
Des artistes remarquables !
TEXT TYPE Biography Cards
CHARACTER DEVELOPMENT Accomplishment
SYNOPSIS Students read about accomplished musicians who have influenced others in the world of music.
FINAL TASK Students prepare a presentation, conduct an interview, or create a biography card.
TEXT TYPE
Galaxie
Un concert inoubliable !
TEXT TYPE Poster and Critique
CHARACTER DEVELOPMENT Appreciation
SYNOPSIS This text presents a critique of a concert with a poster advertising the event.
FINAL TASK Students create a critique or perform a skit.
Ô Canada !
TEXT TYPE Song
CHARACTER DEVELOPMENT Appreciation
SYNOPSIS This text presents our national anthem and highlights the interesting facts about its history.
FINAL TASK Students create or present an anthem or produce a video.
Odyssée 2 – C’est ma vie !
ENSEMBLE, ON S’IMPLIQUE !
Les premiers répondants : des héros !
TEXT TYPE News report
CHARACTER DEVELOPMENT Courage – Determination
SYNOPSIS In this text, students are thrown into a flood scene in Manitoba.
FINAL TASK Students create a news reporter interview, write a poem, or create a wanted ad.
Des personnes remercient leurs sauveteurs
TEXT TYPE Newspaper article
CHARACTER DEVELOPMENT Determination – Kindness –Fortitude – Generosity
SYNOPSIS The article tells the story of an elderly woman and her teenaged grandson who are rescued by first responders.
FINAL TASK Students write a diary entry or a thank-you letter or perform a skit.
Les chasseurs de tornades
TEXT TYPE Blog
CHARACTER DEVELOPMENT Courage – Appreciation
SYNOPSIS In this text, a journalist encourages readers to blog an answer to the following question: Que pensez-vous des chasseurs de tornades ?
FINAL TASK Students write a warning message.
Le prix du Gouverneur général du Canada pour l’entraide
TEXT TYPE Brochure
CHARACTER DEVELOPMENT Citizenship – Responsibility
SYNOPSIS Students learn about the annual Governor General’s Award.
FINAL TASK Students present a charity or cause that they are interested in volunteering for or develop their own award.
La personnalité du mois
TEXT TYPE Comic strip
CHARACTER DEVELOPMENT
Citizenship – Responsibility
SYNOPSIS Students read about a young boy in India who goes door to door selling clementines to raise money after an earthquake in India.
FINAL TASK Students prepare a presentation of someone who is inspiring or create their own charity for a cause.
Salut, je m’appelle Craig Kielburger
TEXT TYPE Informational text
CHARACTER DEVELOPMENT Determination – Generosity –Volunteerism – Confidence
SYNOPSIS Students read about the beginnings of Free the Children, an organization co-founded by Craig Kielburger, the author of the text.
FINAL TASK Students prepare a radio, television, or print advertisement, or create a skit to persuade, or plan a school dance as a fundraiser.
Odyssée 2 – Trouve ta cause !
29 BOOMERANG
CORE RESOURCES AND LITERACY
WORK TOGETHER IN COMBINED GRADES
Grade 4
Je parle français !
Une culture à célébrer !
Prends soin de moi !
Grades 4-5
Mon robot respectueux !
Mystère !
Mon Canada !
Grade 5
La belle province
Que c’est bon !
Toi et moi !
Grades 5-6
Écolos !
Je veux, je peux !
D’un océan à l’autre
Grade 6
Eurêka !
Original et génial !
Complètement techno !
Grade 7
J’achète… ou pas ?
Sur mon écran
Grade 7-8
Sciences en folie !
Une excursion en famille
Aventures extrêmes
Grade 8
C’est ma vie !
Trouve ta cause !
Des défis en perspective !
Quelle fête !
Au revoir, Lola !
Est-ce que tu me connais ?
Ce n’est pas moi !
Une bonne photo de classe !
Le fort de Liam
La journée de Charlie
Qu’est-ce que tu vois ?
Qui est ton héros ?
Mission possible !
Nous sommes uniques !
Repousse tes limites !
Clic !
La forêt du Grand Ours
Max et ses amis
Vive les sports !
Le cinéma
Bon appétit !
Voyages dans la francophonie
En avant la musique !
Ensemble, on s’implique !
Voyages dans la francophonie
30 COMBINED GRADES
INTERMEDIATE GRADES CORE RESOURCE ODYSSÉE LITERACY BOOMERANG 4-5 JUNIOR GRADES CORE RESOURCE C’EST PARTI LITERACY BOOMERANG 1-3
PROFESSIONAL DEVELOPMENT RESOURCES
HELP STUDENTS MASTER THE BASICS REGARDLESS OF HOW FAR ALONG THEY ARE IN THEIR FSL LEARNING JOURNEY
Beyond the Basics invites intermediate and senior educators to think about ways to help students master the basics and even more, so they have confidence in their ability to use French beyond the classroom. It identifies steps to integrate various forms of aural input, offers support for explicit teaching of aural comprehension, provides guidance for assessment practices that motivate all students to higher levels of competency, and explains how to respond to students’ needs to make grammar relevant.
Includes reproducible line masters.
BRAIN-BASED RESEARCH AT THE CORE OF FSL TEACHING AND LEARNING!
Teach Me So I Learn offers practical tips and examples to support teachers in designing a balanced program of student-centred learning that interconnects metacognitive thinking, listening, speaking, and reading skills, as well as communication strategies and cultural competencies.
CREATING A POSITIVE LEARNING ENVIRONMENT WHERE ALL STUDENTS CAN LEARN!
My FSL Learning Environment: The Key to Success! supports and champions the efforts of teachers as they navigate the challenges of providing a successful second-language learning environment. It provides guidance and practical support for FSL teachers in planning their daily teaching.
SUPPORTING TEACHERS’ ENDEAVOURS TO CREATE AMPLE STUDENT TALKING TIME IN THE CLASSROOM
Let’s talk: Lifelong Language Learning is designed to help teachers create a bridge between their daily practices and new FSL curricula. It provides practical information and hands-on activities to establish a classroom environment based on student talking time.
Includes a CD-ROM with activity sheets, anchor charts, self-evaluation and evaluation sheets, in modifiable version.
31 PROFESSIONAL LEARNING
2nd EDITION NOW WITH AUDIO!
EVERYTHING STUDENTS NEED TO COMMUNICATE IN FRENCH
A support tool for developing autonomy in the classroom and at home
The second edition features new themes and words, additions in the grammar section and more strategies including writing strategies
Easy to use and well organized
Vocabulary words, expressions, rules, communication situations, and strategies to improve communication
Audio tracks for all the words in the Vocabulaire section and for the dialogues in the Communication section
Digital version for students
Components
Available in print or digital format
Hard copy
Student digital access: 1-year - pack of 10 activation codes
Teacher digital access: 3-year
le bureau la chambre la cuisine la salle à manger la salle de bain la salle de jeux vidéo le salon le sous-sol le bain la commode la cuisinière le divan l’étagère la fenêtre le grille-pain la lampe le lave-vaisselle le lit le micro-ondes le miroir le réfrigérateur la table la toilette Elle est sur mon bureau. Où est ta lampe Boîte de dialogue
VOCABULARY 60 soixante
Les accords Le nom donne le genre et le nombre au déterminant et à l’adjectif. Déterminant Nom Adjectif Masculin et singulier chien courageux Masculin et pluriel des chiens courageux Féminin et singulier une chienne courageuse Féminin et pluriel des chiennes courageuses J’ai la peau verte et les oreilles roses Est-ce que je suis une tortue amicale un lapin génial ?
Comment faire connaissance
Bonjour Je m’appelle Lucie. Comment t’appelles-tu ?
SPEAKING FRENCH IS EASY AND FUN! Les pièces de la maison Les objets de la maison
Se présenter Présenter quelqu’un Poser des questions pour mieux connaître une personne
Je m’appelle Joé. Je suis content de te rencontrer Papa, je te présente mon amie Chloé. Bonjour, Chloé. Bonjour, monsieur. J’ai dix ans.
Quel âge as-tu Où habites-tu J’habite à Chicoutimi. Et toi épelles-tu ton prénom S-O-P-H-I-E
GRAMMAR 71 soixante et onze
COMMUNICATION 90 quatre-vingt-dix
STRATEGIES
Stratégies d’écriture 1. Je planifie mon travail. 2. J’utilise mes outils de référence. 3. Je réutilise le vocabulaire du texte.
Qu’est-ce que tu aimes à l’école ? travailler en équipe.
4. Je suis le modèle. 5. Je pense à mettre une majuscule et un point.
6. Je corrige mes phrases.
32 DICTIONARY
To see a sample of the digital version with audio, go to: https://mazonecec.com/demo.francaisimages 33 trente-trois
GENERAL INFORMATION
CONTACT
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Anjou, QC H1J 2C5
Phone (Toll Free): 1 800-363-0494
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The writing teams at CEC Publishing are always developing new resources. If you would like to submit a publishing project or take part in writing one, please contact Emmanuelle Bruno, Vice President, Publishing at emmanuelle.bruno@ceceditions.com.
A LEADER IN THE FIELD OF SECOND LANGUAGE ACQUISITION
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