Embed Size (px)
DESCRIPTION
Boomerang - Now you're talking
Citation preview
9001, Louis-H.-La Fontaine Blvd,Anjou (QC) H1J 2C5Telephone : 1-800-363-0494
Fax : 1-877-913-5920www.editionscec.com
Since 1956CEC 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 LeadershipCEC authors and publishing teams continue to develop new and state-of-the-arteducational tools that respond to the latest trends and initiatives in education.
CEC stands for ServiceYour CEC representative is available at all times to provide support.
Contact your CEC representativefor a quick and efficient response to your request.
“Nowyou’re
talking!“
“Nowyou’re
talking!”
Boomerang 1-3Literacy and oral interaction in
the FSL classroom.
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 strategiesto 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!
What do you need to help motivateyour 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 strategiesto 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!
What do you need to help motivateyour students to speak French?
Level: EasyText Type:
Info-fiction: descriptive – personal accountCharacter Development Trait:
Respect – MannersSynopsis:
A 10-year old boy walks the reader through thevarious 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 peersshow respect and good manners in each
environment, from his point of view.
“Ce n’est pas moi! ” is an effective tool to use at thebeginning of the year to establish classroom rules
and expectations, or to reinforce themlater in the year.
Oral Response to Text:Students find people around the school
who are using good manners.
Ce n’est pas moi !
Level: EasyText Type:
Fiction: personal accountCharacter Development Trait:
ResponsibilitySynopsis:
You’re invited to the Martin family’s Canada Dayparty and each extended family member has a
specific responsibility to ensure its success.
Our young female narrator helpsher 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 enjoythe festivities and celebrate this national holiday.
Oral Response to Text:Students present a celebration of their choice.
Quelle fête ! Au revoir, Lola !
Level: ModerateText Type:
Non-fiction: description – procedure – recipeCharacter Development Trait:
Responsibility - CreativitySynopsis:
This piece of procedural writing allowsthe students to create descriptive self-portraits
via an edible medium: cupcakes!
Step-by-step, our little artistschoose 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 fora cupcake class photo.
Une bonne photo de classe !
Level: AdvancedText Type:
Non-fiction : description – informationCharacter Development Trait:
CompassionSynopsis:
This informative text explains the rolesplayed 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 themselvesfrom their own point of view.
We learn to have a more compassionateunderstanding because even though theymay be different, they are important to
each other’s survival.
Oral Response to Text:Students present important facts
about a wild animal.
Est-ce que tu me connais ?
Level: ModerateText Type:
Fiction: narrative – personal accountCharacter Development Trait:
Appreciation – Family relationshipsSynopsis:
Martin is initially thrilled to be rid ofhis 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 playthe Montreal Canadiens.
While at a restaurant, he can’t order fondueas 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 appreciatefamily relationships.
Oral Response to Text:Students perform a reader’s theatre.
Level: EasyText Type:
Info-fiction: descriptive – personal accountCharacter Development Trait:
Respect – MannersSynopsis:
A 10-year old boy walks the reader through thevarious 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 peersshow respect and good manners in each
environment, from his point of view.
“Ce n’est pas moi! ” is an effective tool to use at thebeginning of the year to establish classroom rules
and expectations, or to reinforce themlater in the year.
Oral Response to Text:Students find people around the school
who are using good manners.
Ce n’est pas moi !
Level: EasyText Type:
Fiction: personal accountCharacter Development Trait:
ResponsibilitySynopsis:
You’re invited to the Martin family’s Canada Dayparty and each extended family member has a
specific responsibility to ensure its success.
Our young female narrator helpsher 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 enjoythe festivities and celebrate this national holiday.
Oral Response to Text:Students present a celebration of their choice.
Quelle fête ! Au revoir, Lola !
Level: ModerateText Type:
Non-fiction: description – procedure – recipeCharacter Development Trait:
Responsibility - CreativitySynopsis:
This piece of procedural writing allowsthe students to create descriptive self-portraits
via an edible medium: cupcakes!
Step-by-step, our little artistschoose 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 fora cupcake class photo.
Une bonne photo de classe !
Level: AdvancedText Type:
Non-fiction : description – informationCharacter Development Trait:
CompassionSynopsis:
This informative text explains the rolesplayed 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 themselvesfrom their own point of view.
We learn to have a more compassionateunderstanding because even though theymay be different, they are important to
each other’s survival.
Oral Response to Text:Students present important facts
about a wild animal.
Est-ce que tu me connais ?
Level: ModerateText Type:
Fiction: narrative – personal accountCharacter Development Trait:
Appreciation – Family relationshipsSynopsis:
Martin is initially thrilled to be rid ofhis 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 playthe Montreal Canadiens.
While at a restaurant, he can’t order fondueas 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 appreciatefamily relationships.
Oral Response to Text:Students perform a reader’s theatre.
Level: EasyText Type:
Fiction: narrativeCharacter Development Trait:
Integrity - CompassionSynopsis:
Liam is a new, physically-challenged studentfrom Vietnam. Erik, a fellow classmate, is very
impressed by Liam’s original drawingsand 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 ofcompassion and integrity, we learn thatinclusivity can lead to great friendships.
Oral Response to Text:Students interview a friend and then create acube de l’amitié and present it to the class.
Le fort de Liam
Level: EasyText Type:Fiction
Character Development Trait:CitizenshipSynopsis:
Three friends leave to take the busto the skateboard park when they realize theirpuppy Charlie has come along for the ride.
Charlie scoots away on a skateboard onhis own adventure and the children scour
the neighbourhood to find him. A police officer,bus driver, mailman, and fireman suggest lookingfor Charlie at the grocery store, the hair salon,
the post office, and the bank.
The garbage man finally manages to catch himbefore he gets away again and everyone returns
home safe and sound.
Oral Response to Text:Students participate in a reader’s theatre.
La journée de Charlie Qu’est-ce que tu vois ?
Level: ModerateText Type:Non-fiction
Character Development Trait:Responsibility - Respect for the environment
Synopsis:This informative text promotes
social responsibility and highlights the importanceof 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 onthe earth and its inhabitants, we are encouragedto reduce, reuse, and recycle plastic products in
a variety of creative ways.
Mission verte = mission possible !
Oral Response to Text:Students create and present artwork
using recyclable materials.
Mission possible !
Level: AdvancedText Type:
Non-fiction : narrativeCharacter Development Trait:
Integrity - CompassionSynopsis:
In this combined narrative andnon-fiction text, Naomi researches herschool assignment about heroes.
Using an internet search engine, she discovershow different people define heroes.
She realizes there are all types of heroes includingfamous Canadians, everyday heroes, young heroes
and even animals!
She recognizes heroic qualities in her familymembers 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.
Qui est ton héros?
Level: ModerateText Type:
Fiction: narrative – personal accountCharacter Development Trait:
AppreciationSynopsis:
This narrative follows Ayasha and her fatherat her school’s annual Art Festival.
The crowd really likes one paintingin particular but Ayasha is too small to see overtheir heads. Its vibrant colours evoke strongmemories for different spectators includingPrairie sunsets and golden fields of wheat,
autumn leaves in Central Ontario and cracking icein the Northwest Territories.
To Ayasha’s surprise and delight, the paintingturns 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.
Level: EasyText Type:
Fiction: narrativeCharacter Development Trait:
Integrity - CompassionSynopsis:
Liam is a new, physically-challenged studentfrom Vietnam. Erik, a fellow classmate, is very
impressed by Liam’s original drawingsand 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 ofcompassion and integrity, we learn thatinclusivity can lead to great friendships.
Oral Response to Text:Students interview a friend and then create acube de l’amitié and present it to the class.
Le fort de Liam
Level: EasyText Type:Fiction
Character Development Trait:CitizenshipSynopsis:
Three friends leave to take the busto the skateboard park when they realize theirpuppy Charlie has come along for the ride.
Charlie scoots away on a skateboard onhis own adventure and the children scour
the neighbourhood to find him. A police officer,bus driver, mailman, and fireman suggest lookingfor Charlie at the grocery store, the hair salon,
the post office, and the bank.
The garbage man finally manages to catch himbefore he gets away again and everyone returns
home safe and sound.
Oral Response to Text:Students participate in a reader’s theatre.
La journée de Charlie Qu’est-ce que tu vois ?
Level: ModerateText Type:Non-fiction
Character Development Trait:Responsibility - Respect for the environment
Synopsis:This informative text promotes
social responsibility and highlights the importanceof 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 onthe earth and its inhabitants, we are encouragedto reduce, reuse, and recycle plastic products in
a variety of creative ways.
Mission verte = mission possible !
Oral Response to Text:Students create and present artwork
using recyclable materials.
Mission possible !
Level: AdvancedText Type:
Non-fiction : narrativeCharacter Development Trait:
Integrity - CompassionSynopsis:
In this combined narrative andnon-fiction text, Naomi researches herschool assignment about heroes.
Using an internet search engine, she discovershow different people define heroes.
She realizes there are all types of heroes includingfamous Canadians, everyday heroes, young heroes
and even animals!
She recognizes heroic qualities in her familymembers 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.
Qui est ton héros?
Level: ModerateText Type:
Fiction: narrative – personal accountCharacter Development Trait:
AppreciationSynopsis:
This narrative follows Ayasha and her fatherat her school’s annual Art Festival.
The crowd really likes one paintingin particular but Ayasha is too small to see overtheir heads. Its vibrant colours evoke strongmemories for different spectators includingPrairie sunsets and golden fields of wheat,
autumn leaves in Central Ontario and cracking icein the Northwest Territories.
To Ayasha’s surprise and delight, the paintingturns 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.
Level: EasyText Type:
Fiction: narrativeCharacter 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 posterfor a school talent show. Inspired by his peersas they prepare to showcase their strengths,Luc takes different photographs and compiles
them into a slideshow.
Everyone is thoroughly impressedwith Luc’s creative work of art.
Oral Response to Text:Students use a graphic organizer
to prepare a presentation that showcasesone of their talents/pastimes.
Clic!
Level: EasyText Type:
Realistic Fiction: personal accountCharacter Development Trait:Perseverance - Commitment
Synopsis:Best friends Nala and Sameer love participatingin physical activities together. Sameer is diabetic,
so Nala signs up for her first mini-triathlonto raise money for diabetes research.
While swimming, she gets kicked in the headbut 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 worthwhile
cause and crosses the finish line.Bravo, Nala!
Oral Response to Text:Students present an oral response to the textthrough the recital of a motivational poem.
Repousse tes limites ! Nous sommes uniques !
Level: ModerateText Type:
Description-informationCharacter Development Trait:
RespectSynopsis:
In this non-fiction text, come explorethe Great Bear Rainforest in British Columbia.
Learn about its complex ecosystem, including itsvaried precipitation but temperate climate.
Discover rich flora and diverse fauna like theKermode bear: a rare black bear with
cream-coloured fur.
Unfortunately, industries have not giventhe forest the respect it deserves and
have put it in great danger.
Concerned Canadians have helped to protect partsof 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 itwithin the school community.
La forêt du grand ours
Level: AdvancedText Type:
Non-fiction-narrativeCharacter Development Trait:
AccomplishmentSynopsis:
Max welcomes us to his school’sextraordinary website where he and
his friends from around the Francophone worldcan communicate in a completely safe
environment.
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; andPhnom Penh, Cambodia chat and comment
on each other’s accomplishments.
Oral Response to Text:Students create a personal homepage.
Max et ses amis
Level: ModerateText 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 andguardians of peace.
This informational text, provides us with abrief history of the Métis culture and helps us
to learn to respect their symbols, art, celebrations,traditional foods, dance, music and games.
Students are then encouraged to speak totheir 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.
Level: EasyText Type:
Fiction: narrativeCharacter 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 posterfor a school talent show. Inspired by his peersas they prepare to showcase their strengths,Luc takes different photographs and compiles
them into a slideshow.
Everyone is thoroughly impressedwith Luc’s creative work of art.
Oral Response to Text:Students use a graphic organizer
to prepare a presentation that showcasesone of their talents/pastimes.
Clic!
Level: EasyText Type:
Realistic Fiction: personal accountCharacter Development Trait:Perseverance - Commitment
Synopsis:Best friends Nala and Sameer love participatingin physical activities together. Sameer is diabetic,
so Nala signs up for her first mini-triathlonto raise money for diabetes research.
While swimming, she gets kicked in the headbut 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 worthwhile
cause and crosses the finish line.Bravo, Nala!
Oral Response to Text:Students present an oral response to the textthrough the recital of a motivational poem.
Repousse tes limites ! Nous sommes uniques !
Level: ModerateText Type:
Description-informationCharacter Development Trait:
RespectSynopsis:
In this non-fiction text, come explorethe Great Bear Rainforest in British Columbia.
Learn about its complex ecosystem, including itsvaried precipitation but temperate climate.
Discover rich flora and diverse fauna like theKermode bear: a rare black bear with
cream-coloured fur.
Unfortunately, industries have not giventhe forest the respect it deserves and
have put it in great danger.
Concerned Canadians have helped to protect partsof 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 itwithin the school community.
La forêt du grand ours
Level: AdvancedText Type:
Non-fiction-narrativeCharacter Development Trait:
AccomplishmentSynopsis:
Max welcomes us to his school’sextraordinary website where he and
his friends from around the Francophone worldcan communicate in a completely safe
environment.
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; andPhnom Penh, Cambodia chat and comment
on each other’s accomplishments.
Oral Response to Text:Students create a personal homepage.
Max et ses amis
Level: ModerateText 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 andguardians of peace.
This informational text, provides us with abrief history of the Métis culture and helps us
to learn to respect their symbols, art, celebrations,traditional foods, dance, music and games.
Students are then encouraged to speak totheir 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.
A collection that encourages and provides
. 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 andmultimedia presentation ofthe coloured flashcards
Teacher’s Resource BookLevelled Readers
CD-ROM
AUDIO CD
Each componentcan also be purchased
separately.
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
complete support for student interactionBoomerang KitUSB Key
Digital version of the books. 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 Smartboard®. No Internet required
All of the Boomerang components helpcreate a dynamic learning environment in
the FSL classroom!
Boomerang 4Now Available
A collection that encourages and provides
. 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 andmultimedia presentation ofthe coloured flashcards
Teacher’s Resource BookLevelled Readers
CD-ROM
AUDIO CD
Each componentcan also be purchased
separately.
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
complete support for student interactionBoomerang KitUSB Key
Digital version of the books. 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 Smartboard®. No Internet required
All of the Boomerang components helpcreate a dynamic learning environment in
the FSL classroom!
Boomerang 4Now Available
9001, Louis-H.-La Fontaine Blvd,Anjou (QC) H1J 2C5Telephone : 1-800-363-0494
Fax : 1-877-913-5920www.editionscec.com
Since 1956CEC 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 LeadershipCEC authors and publishing teams continue to develop new and state-of-the-arteducational tools that respond to the latest trends and initiatives in education.
CEC stands for ServiceYour CEC representative is available at all times to provide support.
Contact your CEC representativefor a quick and efficient response to your request.
“Nowyou’re
talking!“
“Nowyou’re
talking!”
Boomerang 1-3Literacy and oral interaction in
the FSL classroom.
