ESL Elementary, Cycle 1 Program

Song/Rhyme:______Author:______
Audio source:______CD MP3 DVD YouTube other

______

Pictures from gifart.com

A- KEY ELEMENTS OF THE TEXT

A.1- List ofKey Elements
(as determined by the teacher): /
Prior knowledge
(used in a previous song) /
Visual support
/

Version

NO
WORDS / Version
WITH
WORDS
Yes / No /
Picture
/
Realia
/
Other
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
A. 2 - Notes on the presentation of the key elements:
  1. 3 – What I can observe to collect information on the development of the competencies
To act on understanding of texts To communicate orally in English
Evaluation criteria: / Evaluation criteria:
Evidence of understanding of texts: / Evidence of understanding of oral messages:
Use of words and expressions to transmit oral messages:
Use of learning strategies (for regulation only): / Use of strategies (for regulation only):

B- LISTENING TO AUTHENTIC AUDIO MODELS

B.1- Details of use / Teacher / Students
- listens
(points to
corresponding
key elements) / - listens
- does gestures / - listens
- does gestures
- sings along /

- listen only

/ - listen
- imitate the
gestures / - listen
- imitate the
gestures
- sing along
1st time
2nd time
3rd time
4th time
5th time
Other times
Other times
Other times
B. 2 - Notes on the use of authentic audio-models:
  1. 3 – What I can observe to collect information on the development of the competencies
To act on understanding of texts To communicate orally in English
Evaluation criteria: / Evaluation criteria:
Evidence of understanding of texts: / Evidence of understanding of oral messages:
Use of words and expressions to transmit oral messages:
Use of learning strategies (for regulation only): / Use of strategies (for regulation only):

C- WINDING DOWN MOMENTS

C.1- Records of texts for the students: / Audio-models playing in the background
YES / NO
1-Lyrics of the song or rhyme
N.B. The font “Comic sans MS” is a good choice because letters are clear for young learners.
2-Visuals representing the key elements (small replicas of teacher’s visuals that students can personalize and colour; other pictures; drawings students can do themselves)
3-Identification of the key elements, using labels (grade 1) or copying the words (grade 2). N.B. Use lower case letters – except for the name of a person or a character.
C.2-Complementary,related activitiesE.g. Sequencing events from pictures, Memory games; Speedy Touch[1]; Can you tell which picture is missing? Tic-Tac-Toe; Bingo; Lotto; Etc. / Audio-models playing in the background
YES / NO
1-
2-
3-
C. 3 - Notes on students’ record keeping and activities
  1. 4 – What I can observe to collect information on the development of the competencies
To act on understanding of texts To communicate orally in English
Evaluation criteria: / Evaluation criteria:
Evidence of understanding of texts: / Evidence of understanding of oral messages:
Use of words and expressions to transmit oral messages:
Use of learning strategies (for regulation only): / Use of strategies (for regulation only):

D- STUDENTS’ REFLECTION


Details: / Listening and concentrating / Demonstrating understanding / Using English
D.1- Self-monitoring
(checking and adjusting one’s ongoing performance)
D.2- Self-evaluation
(judging how well one has learned and performed so far)
D. 3 - Notes on students’ reflection
  1. 4 – What I can observe to collect information on the development of the competencies
To act on understanding of texts To communicate orally in English
Evaluation criteria: / Evaluation criteria:
Evidence of understanding of texts: / Evidence of understanding of oral messages:
Use of words and expressions to transmit oral messages:
Use of learning strategies (for regulation only): / Use of strategies (for regulation only):

1

MELS Working Document, 2013 (Updated version)

[1]Activity during which students quickly touch the picture representing the last key word heardbefore the audio was paused by the teacher. N.B. The audio is interrupted many times, like in the case of a “Musical Chair” game.