Grade two– French: mots de dictée : “oi”

Rationale
Each week we focus on a new set of words with similar sounds. There is already a routine set in
place of how this process unfolds, so I will be picking up where they have left off. This is a great way
to learn new vocabulary words, to find similar sounds, practice meaning, writing, reading, and
context. Differentiated instruction will be provided to students by modify their word lists (giving them
less or more words if necessary) because students are to be confident in the meaning, writing,
reading, and context of these sounds, not how many words they can spell correctly.

Core Competencies
Communication, Thinking, and Personal& Social Responsibility
Curricular Connections
Big Ideas
 Fluency in a language facilitates our interactions with others.
 The task and its context determine the strategies of comprehension and expression that are
chosen.
Learning Standards:
Curricular Competencies
 Deconstruct a sentence into word groups to enhance comprehension
 Identify the key words and themes in a text in order to understand the message
 Read a simple text with fluency
Content
 communication strategies
 language elements
Prerequisite Concepts and Skills
-Writing skills
-Listening skills
-Reading skills
Learning Intention
-I can learn, understand, and write the dictée words of the week.
Content Objective
I can identify the target sound of my dictée words
Language Objective
I can explain what each word means and orally communicate the target sound in each
word
Differentiated Instruction/Management
Give extra time for writing, for those students who need it

Procedure Pace
-Each week we focus on a new set of words with similar
sounds, this week is our second week of the sound “ou”
-The words are introduced on the Monday and tested on
the Friday of that week.
-This week our words are:
1) la poule (the chicken) 5) une bouche (a mouth)
2) un pouce (a thumb) 6) la mouche (a fly)

by Janelle Ten Have

 Grade two– French: mots de dictée : “oi”
Materials 3) la cour (a yard) 7) la poubelle (a garbage can)
-Anchor Chart 4) un hibou (an owl). 8) le kangourou (a kangaroo)
-markers
-dictée words and -We will be sitting at the carpet, going over the words.
booklet -The words will be written on an anchor chart, and we go
-pencils
over the words at the carpet.
-book of sounds
-I will read the story for the sound “ou”.
-We start by looking at the words and trying to find the
similar sounds among them.
-Activating prior knowledge: Have students come up with
words that they already have learned in the class that the
sound ou. Example: Quand les professors dissent “trouvez
votre cahier” Quel son entendez-vous dans trouvez?
-Use multi model resource (anchor chart) to identify dictée
words
-Using a different coloured pen, circle the sounds.
-We go over each word, read it, and try to figure out what
it could mean.
-I will draw a little picture next to it, so we can refer back to
it if we ever forget the meaning.
-Have students partner up and practice saying words
aloud to each other (I will be walking around to listen to
pronunciation and make corrections as necessary)

Assessment:
-Language objective assessment: I will be checking dictée
booklet each day to ensure that students are practicing
and highlighting the target sound in each word
-Each student is given a page with the words on them, to
practice at home throughout the week.
-Content objective assessment: In class, they are to find the
sounds, circle them, and draw a picture.
-There are English words on the page as well, to help
parents with assisting their children.
-The test is given on Fridays, where they hear the word
audibly, and have to write it down on their page.

by Janelle Ten Have

 Grade two– French: mots de dictée : “oi”
Reflection

Areas for Improvement

Areas of Strength

by Janelle Ten Have