Inclusion Resource Guide for French

8/6/2019 Inclusion Resource Guide for French

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Inclusion Resource Guide for

French

Aubrey Fulton


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Strategies for Promoting Inclusion with Classroom Peers

y Use Classwide Peer Tutoring: Classwide Peer Tutoring is when a specific time is setaside in class for students to work in a pair to practice or develop essential skills. The

teacher could pair a student who is stronger in a particular skill with a student who

struggles more with that skill or the groups could be randomly chosen by the teacher.

Students can work together on reading comprehension passages or can quiz each other on

facts and vocabulary. It is important that students switch between being the tutor and the

tutee during peer tutoring sessions.

Peer tutoring can be used in a French class to study vocabulary and skills, such as how to

conjugate specific groups of verbs. The teacher would teach students how to effectively tutor

each other and then would pair up students. One student would begin the role as the tutor and

would ask their partner questions until the teacher prompts them to switch roles. Groups of

students will be changed every two weeks so students have the opportunity to work with more of

their classmates. This tutoring can be used in a French class for vocabulary in all of the units,

grammar rules, and for practicing reading comprehension.

y Explain Goals, Rules, and Procedures for Cooperative Learning: Teachers should makesure that all students know what they are working towards before beginning group work.

Students also need to know how they should behave and interact with others in their

group before beginning the task. Students should have their own roles or individual

responsibilities in the group and should know what they have to do to be successful. The

teacher also should tell students what to do when they are done with the activity.


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Explaining the goals, rules, and procedures for cooperative learning is crucial to the success

of a cooperative learning activity in a French class. The teacher would model how to effectively

work in a group at the beginning of the school year and have students practice how to interact

with group members. The rules for working in a group should be posted on the wall and the

teacher should remind students of these rules before they begin group work. The teacher should

also inform students of their roles in the group and what they are expected to do. For example, if

students are working on creating a menu during the food unit one student could have the role of

making sure that the group includes at least 10 foods for each category of the menu and another

student could have the role of making sure that the adjectives and the nouns used have

agreement. The teacher should also inform students of what to do when they have finished a task

and should provide anchor activities that can allow the student to practice vocabulary, grammar,

or learn more about French speaking cultures.

y Monitor Group Activities during Cooperative Learning: The teacher must circulate theroom while students are engaged in cooperative learning activities to make sure that

students are on task and treating each other with respect. The teacher should intervene

when students are not appropriately engaged in cooperative learning. Teachers also need

to allow time for the groups to share what they did, if necessary, and to provide closure.

French teachers must be sure to monitor their students so they know that everyone is being

treated respectfully and that students are working on the specific tasks. French teachers also need

to allow groups time to share what theyve been working on. For example, if each group was

researching a different region of France, time should be given to each group to present what they

learned about their region. Teachers must also provide closure when students are working

cooperatively inn French class. If students are working in groups to write dialogues using RE


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verbs, the teacher should review and summarize how to conjugate RE verbs with the class at the

end of the period.

y Evaluate Individual and Group Efforts during Cooperative Learning: Teachers need tomake sure that the group works together, follows the rules for group work, and that

everyone in the group is being treated with respect. All students should also know what

they are supposed to be doing and should contribute to the group.

French teachers should make sure that the group is able to work together and that all students

are contributing to the product. The teacher could create an entrance slip to make sure that

everyone is ready to work with a group. If the group project was designing a floor plan for a

house in French, the entrance slip could require students to list three rooms in French. Individual

roles or responsibilities can also be assigned so students know that they are responsible for

certain tasks in order to complete the whole project. For example, in the house designing project,

one student could be in charge of making sure that each room has at least 5 appliances or pieces

of furniture and that these words are spelled correctly while another student could check that the

correct gender is used for all of the nouns. The teacher could also provide students with a group

evaluation sheet at the end of a project where students describe what they contributed and what

others contributed to the group.

y Create Different Types of Cooperative Group Arrangements: Groups can be createddifferently for each cooperative learning activity based on the type of task and the

abilities of the students. Students could be placed in specific, small groups when tasks are

working on certain skills or students could be placed in a larger, heterogeneous group for

a bigger project.


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Different types and sizes of cooperative learning groups should be used throughout the year

in a French class. The teacher can specifically assign students with a partner for peer tutoring to

practice vocabulary. Or the teacher could randomly assign groups of four students using index

cards with colors, animals, or symbols to work on a Jigsaw project where each group researches

a different country that speaks French. Students can also be informally assigned a partner for a

quick activity; such as pairing students with the person sitting next to them for a Three Minute

Review. Using different types of groups throughout the year will help students learn how to work

in both small groups and larger groups.

Strategies for Teaching Study Skills

y Post and Review Class and Time Schedules: The teacher should make sure that studentsfeel comfortable with their schedules at the beginning of the year. The teacher should

ensure that all students understand their schedule, how to find their classes, and how to

open their lockers. The teacher can have the bell schedule posted on the wall and can

write the daily agenda in the classroom every day. The teacher should also post and be

sure that all students are aware of schedule changes, such as shortened periods for an

assembly.

The teacher in a French class should be sure that all students understand their schedules and

can navigate the school. The teacher should also post the agenda for the class period every day.

Part of the agenda can be written in French as long as the teacher explains what the words mean;

for example, the teacher could include tudiez le vocabulaire avec une partinaire (study

vocabulary with a partner) on the agenda to familiarize students with words in French. The


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teacher should also post changes to the school and class schedules when appropriate so students

know what they will be doing.

y Teach Strategies for Homework Completion: The teacher must be certain that studentsknow how to successfully complete homework in their class. Teachers can: make sure

that the amount of work they assign is reasonable and can be completed by all students,

suggest that students use some type of planner to record their homework assignments,

give clear directions, inform students if specific materials are needed, check for

understanding with directions, tell students what to do if they have trouble completing the

assignment, and coordinate due dates for large projects with other teachers.

All of these strategies for homework completion can be used in a French class. The teacher

can make sure that the homework is purposeful and allows students to practice specific skills, for

example writing sentences in the pass compos. The teacher should write the assignment on the

board and prompt students to record the assignment in their agendas. The teacher should give

clear directions and specify, for example, write at least 10 sentences using the pass compos,

and should check for understanding on the directions for the homework. The teacher should let

students know what materials to bring home with them, such as vocabulary sheets, and

suggestions on what to do if they encounter problems, such as use your vocabulary sheet or a

French-English dictionary. The French teacher should also talk to other teachers and make sure

that they all do not assign large projects around the same time.

y Teach Note-Taking Skills and Strategies: Guided Notes: Teachers can use guided notes toensure that all students are able to take notes successfully. Guided notes are handed out to


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the students at the beginning of the period, the notes follow along with what the student is

learning, and certain spots are left blank where students fill in the appropriate words.

Guided notes can be used when teaching a number of different topics in French. They can be

used for vocabulary and can have the word in French and students have to fill in the definition in

English or vice-versa. Guided notes can also be used when students are learning grammatical

concepts or new tenses. French teachers can also use guided notes when teaching students about

different French speaking cultures.

y Teach Use of Reference Books: Students should learn about all available reference booksin the classroom and the school library. They should also learn how to properly use these

references. A type of scavenger hunt that requires students to use references to find

specific information is one method to have students practice using references.

Students in a French class should learn how to use content specific reference books such as

French-English dictionaries and books of verb conjugations. The teacher should explain how

French-English dictionaries and online dictionaries can be very useful when there is a word that

you do not know in a reading passage that is crucial to understanding the sentence. The teacher

should model how to use a dictionary and should explain how to tell if the word is a noun or a

verb and masculine or feminine. The teacher should also tell students how a book of verb

conjugations can help students with their writing if they are not sure how to conjugate an

irregular verb. The teacher should teach students how to use these references at the beginning of

the year and what these references can be used for.

y Define the Writing TaskSystematically: When assigning a writing task teachers shouldexplain: the purpose of the task, the audience the student is writing to, the format of the


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paper, the length of the assignment, and when the assignment is due. Explaining these

items will help students understand what they need to do to complete the assignment

successfully.

Explaining the components of a writing assignment can be done for every writing assignment

in a French class. The teacher should provide these details on the sheet that that explains the

assignment and should go over the requirements with the class and check for understanding. An

example of defining the task of writing a letter about your morning routine could be: Purpose:

Write a letter describing your morning routine, describe what you do every morning. Audience:

You are writing a letter to your future host parents. Format: A hand written letter. Length: The

letter should contain at least 15 sentences and you must use at least 10 reflexive verbs. Due Date:

April 21st, 2011.

Strategies for Teaching Students with Higher-Incidence Disabilities

y Facilitate Verbal Responding: Teachers should give students with communicationdisorders enough time for oral responses. They should not have a time limit for

responding and the teacher should not finish the students answer for them. The teacher

can also repeat or rephrase what the student said for the whole class. The teacher can also

work out a system of signals to let the student know if they are going to be called on to

speak in class. Teachers can also use nonlinguistic representations when teaching

vocabulary.

Oral responses are crucial in a French class. Students need to practice speaking French for

real-life situations and speaking is assessed on a number of tests including the Regents. Teachers

need to create an environment where all students feel comfortable speaking French. There should


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not be time limits when students are performing dialogues for the class. The teacher should

remind students that they are all new to speaking French and that everyone will have some

difficulty pronouncing words. Teachers can post the agenda so students will know if there will be

a lengthy speaking activity and should work out signals with students with communication

disorders so they know that they will be called on. French teachers should also use pictures when

introducing vocabulary and should incorporate TPR into their classroom and have students

perform certain gestures for each new word.

y Adapt Instruction forStudents with Learning Disabilities: Teachers should: make theirlessons highly structured and organized, fully engage students, review material

frequently, use peer tutors, teach study skills, and give students clear directions for

assignments to ensure that students with learning disabilities are able to succeed.

French teachers can adapt their instruction to better serve students with disabilities as well as

all students. Teachers can provide students with the daily agenda and objectives and use direct

instruction when appropriate to foster a highly organized environment. Teachers can also engage

students by using differentiated instruction and allowing them to choose what type of project

they want to do, for example, students can write a story, act out a dialogue, write/perform a song,

or create a story map as long as they use the imperfect tense in their product a minimum of seven

times. Teachers can also use TPR methods to fully engage students and to have them make

meaning of words in French. Peer tutors can be used to review vocabulary and grammatical

concepts. Teachers also should give students clear guidelines and requirements for assignments.

y Monitor Peer Relationships forStudents with Intellectual Disabilities: Teachers must becertain that all members of the class are being treated kindly and with respect. Teachers


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should monitor what students say and how they act in whole class and small group

settings to ensure that students with intellectual disabilities are not being treated badly or

taken advantage of.

Teachers should foster a respectful, safe classroom environment at the beginning of the

school year and should teach students how to properly act in groups. French teachers also need to

be certain that students know how to treat each other when introducing adjectives that describe

people. The teacher should remind the class that although they are learning the words for stupid,

ugly, and fat, that these words should never be used to describe people and describing people

negatively will not be tolerated in your classroom.

y Adapt Your Teaching Style forStudents with Emotional Disabilities: Teachers shouldmake sure that all students know the rules and that there will be consequences if the rules

are not followed. Model ways to appropriately behave and interact with other students for

the class. Teachers should also say positive things when students are acting appropriately.

Behavior contracts can also be set up between the teacher and the student.

The teacher in a French class can model for all students how to act in various situations,

whole class, small group, and a partnership. The teacher should also praise students when they

volunteer to do something difficult in front of the class such as reading aloud a passage in French

or acting out a TPRS story. French teachers can also develop individual behavior contracts with

students.

y Implement Behavioral Interventions: Teachers should observe students behavior andshould notice if they respond in the same way to certain classroom tasks. For example,

teachers should notice if a student asks to go to the bathroom every time that a worksheet


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is passed out. The teacher could change this students behavior by letting use the

bathroom at a certain time each day. Teachers should also make sure that the activity is at

the right academic level for the student. Students with ADHD can also be given specific

times to move around when appropriate.

French teachers should monitor the behavior of the students and come up with appropriate

interventions. For example, a student might act out when asked to perform a dialogue for the

class with a partner. The student might be acting out because they dont feel comfortable

speaking in front of the class. The teacher can continue to foster a safe classroom environment

and can spend more time working on pronunciation with the whole class to try to alleviate this

problem. Students can also be given the opportunity to move in a French class when acting out

TPRS stories or performing motions linked to vocabulary words.

Strategies for Teaching Students with Lower-Incidence Disabilities

y Adapt Instruction forStudents with Physical Disabilities and Other Health Impairments:Teachers need to make sure that all students have enough support and time to succeed.

Teachers should be sure to devout extra time for certain tasks such as reading and

speaking and instruction might need to be modified if necessary. Teachers might also

have a peer assistant or a paraprofessional assisting some students with disabilities.

There are a number of adaptations that a French teacher could make to effectively teach

students with physical disabilities and health impairments. Students should be given enough time

when practicing conversations in French and some students might need extra time to complete

reading comprehension activities. One instructional adaptation that French teachers could use

would be to use strategies that are geared towards auditory, visual, and tactile-kinesthetic


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learners. When introducing reflexive verbs and the morning routine the teacher can say the

French words and definitions multiple times in French, se brossser les dents means to brush your

teeth, the teacher can show a picture of a person brushing their teeth, and the teacher can have

students act out brushing their teeth or pass around items used to brush your teeth like a tooth

brush and toothpaste. French teachers should also work closely with paraprofessionals to see if

students will be physically able to perform certain activities when acting out stories or verbs and

should make adaptations as necessary.

y Establish Effective Communication forStudents with Autism: Teachers should work withparents, specials education teachers, and students to design a system that will allow for

the best communication for students with Autism. Teachers could implement a system

where students are allowed to use cards with pictures or symbols to aid in

communication.

Communicating in a foreign language can pose difficulties for all students. French teachers

must be knowledgeable of the fact that students with Autism may have specific difficulties in

communicating. When the focus of an activity is on comprehension instead of speaking, a French

teacher could let students use cards with pictures or whiteboards to answer the question. If the

teacher reads a story with the students and then asks questions, students can answer by writing

on whiteboards or by holding up index cards given to the student before the activity with words

relating to the story.

y Conceptualize Inclusive Instruction forStudents with Severe andMultiple Disabilities:Teachers can conceptualize inclusion by focusing on activities that all students can


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engage in. Teachers can also use differentiated instruction and curriculum overlapping

where students work on social skills at the same time as working on their academics.

Teachers in a French class can use differentiated instruction to conceptualize inclusion by

offering a variety of choices for projects. For example, in the food unit students could act out

a dialogue ordering food in a restaurant, create a restaurant menu, or write a letter to pen pal

talking about their favorite foods. Teachers need to offer choices make sure that there are

options that all students can do. Teachers can also use curriculum overlapping when students

work in groups to write a creative story in French. Students will be working on their writing

and making sure that they conjugated verbs correctly and have subject/ adjective agreement

while at the same time they are learning how to effectively communicate in a group.

y Adapt InstructionalMaterials forStudents with Visual Impairments: Teachers must besure that students with visual impairments can effectively see and read all classroom

materials. Students may need to use assistive technologies or teachers can enlarge reading

material. Descriptive Video Services can be used when the class is watching a video and

teachers can use tactile examples to enhance instruction.

French teachers must be certain that all students are able to read the passages for reading

comprehension and should work with special education teachers or paraprofessionals to

ensure that all students can read the passages. Teachers should also use Descriptive Video

Services when showing the class a video on French speaking countries. French teachers can

also use tactile examples when teaching vocabulary. For example, students can touch items

in the classroom when learning the vocabulary for classroom objects.


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y Adapt the Physical Environment forStudents with Hearing Impairments: Teachers shouldbe certain the students with hearing impairments are seated at the front of the room and

that they can clearly see the person who is speaking. Teachers should also be sure that

there are not any loud noises happening when students are engaged in listening.

Teachers should be sure that they are in the front of the classroom and remain in one spot when

they are reading listening comprehension passages in French. French teachers should also have

students come to front of the room or another specified spot when performing a dialogue in front

of the class. Students also need to be aware that they should be quiet when others are speaking so

that they do not produce any distracting noises.

Strategies for Teaching Literacy in an Inclusive Classroom

y Use Strategies for Promoting Basic Sight Word Vocabulary: Some students withdifficulty reading may need more time devoted to basic sight words that they see while

reading every day. Teachers could have students practice these words with flashcards or

have these words posted on the classroom walls. Teachers should also make sure that

students are able to read sight words for survival, including words that signal danger.

French teachers need to make sure that all students know basic words in French that they will

encounter in reading. These words include: and, the, a/an, after, next, first, and then. Teachers

must be sure that they teach these words that are sometimes glossed over in foreign language

classrooms. Students can practice their French sight words with flashcards and teachers should

post important words on the walls to assist students with reading and writing. Students should

also be taught words that signal danger and other survival words in French in case the students

ever travel to a French speaking country.


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y Use Classwide Peer Tutoring to Promote Reading Fluency: Teachers should havestudents work with a partner to practice reading orally and reading comprehension.

Students would take turns reading aloud to each other and would answer comprehension

questions once both students have read the passage aloud.

French teachers can use peer tutoring to help students feel more comfortable reading in

French, to increase the amount of practice time reading in French, and to practice reading

comprehension. The teacher could select peer reading groups based on ability or could

randomly assign students from time to time. Students would gain practice reading aloud in

French and then would have to answer questions together at the end to practice reading

comprehension.

y Use Basic Skills and Reinforcement Strategies for Reading Comprehension: Teachersshould praise students on their reading comprehension to motivate students. Teachers

should also teach students specific vocabulary words that they will encounter in the

reading passage prior to reading. Teachers can use corrective feedback when appropriate

during oral reading and students can read the passage more than once to enhance

comprehension.

French teachers should make sure to introduce unfamiliar vocabulary before students are

given a reading comprehension passage. The teacher should define the words for the students

and give them opportunities to practice the words are make meaning by performing gestures with

the words or looking at a visual representation of the words. Students should also be praised on

their reading comprehension with the whole class and in small groups. French teachers can also


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use corrective feedback when students make errors that crucial to understanding but students do

not need to be corrected on every little mistake.

y Create Text Enhancements: Text enhancements are any type of drawing, illustration orvisual aid that accompanies the text that the student is reading. Text enhancements can

increase comprehension. Teachers can create text enhancements if they are not present in

a book or article that the student is reading.

French teachers can create text enhancements when there are not any present in the students

reading material. They can provide the students with drawings or they could use a power point

presentation to show images that go along with a story that the class is reading together. The

teacher could change power point slides to show different images for different parts of the story

as the class reads together.

y Teach Specific Questioning Strategies: Summarize and Paraphrase: Students should betaught how to summarize a passage that they have just read and how to put that summary

into their own words. One method of summarizing and paraphrasing prompts students to,

read the paragraph or passage, ask yourself what happened in that section, and then to put

the main idea and two supporting facts into your own words.

Students in a French class should be taught how to summarize and paraphrase their reading

comprehension passages. Teachers should prompt students to ask themselves what happened or

what the passage was about, and then how to put these ideas in their own words and translate this

idea into English. Learning how to summarize and paraphrase will help students with their

reading in French in addition to helping students with reading comprehension sections on state

examinations.


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y Teach Specific Questioning Strategies: StoryMaps: Story maps allow for students tosummarize a passage that they have read in a visual format. Students can be provided

with a chart that requires them to fill out the main parts of a story, such as: the setting, the

characters, problems in the story, goals of the characters, the action, and how the story

ends.

French teachers can use story maps to aid students in their reading comprehension. Story

maps could also be a way for visual learners to summarize a story. Students could be provided

with a blank chart that they fill out after reading a story in French to aid in comprehension of that

story. Seeing the items that they have to fill in on the chart will help students to know what they

should be looking for when they read passages in French.

y Adapt Formats of Reading Comprehension Instruction: Sometimes students may not beable to read passages in the format that they are presented. Some ways that teachers can

alter the text are: use a different or larger font, highlight the text or change the color of

the text, scan texts into screen readers, put the text into Braille, rewrite the passage using

different vocabulary, rewrite the text for a lower reading level, or give the student a

different passage. Teachers could also alter their instruction and provide students with

graphic organizers like story maps, give students guided reading notes, teach vocabulary

in the text before students read, and teach concepts that are presented in the text that

students may be unfamiliar with.

Reading comprehension passages can be adapted in a French class. Teachers can change the

format that the text is presented in a number of ways including making the font larger and

rewriting the passage with more familiar vocabulary. Teachers could also use differentiated


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instruction and give different students different passages about the same topic. For example, the

class could be learning about French speaking Africa and the teacher could give the class three

different articles written at different reading levels in French. Students would all be learning

about the same topic but would be able to read an article that is comfortable for them.

y Use Peer Tutoring for Teaching Spelling: Teachers can use peer tutoring with flashcardsto give students extra practice with spelling. Students could quiz each other on how to

spell certain words and keep track of what words are spelled correctly. Students would

switch roles so each one has a turn being quizzed.

Spelling tutors could be used in a French class to practice spelling and grammar. The teacher

could assign lists of vocabulary words, words that the class is having difficulty with, or specific

grammatical concepts. For example, students could quiz each other on conjugating present tense

ER verbs and have a flashcard that prompts them to, conjugate jouer in the nous form. The

correct form would be written on the other side of the card so students can check their work.

Students would take turn quizzing each other and gain extra practice in grammar and spelling in

French.

y Teach Students to Plan for Writing: Some students might have difficulty planning whatthey are going to write and might just start without thinking about the requirements of the

assignment. Teachers need to model how to plan for writing and make sure that all

students understand the writing task.

Students in a foreign language class should be taught how to plan out their writing

assignments. The teacher could model how to plan a written piece at the beginning of the school

year by displaying a writing task on the board and doing a think aloud to talk through what is


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needed for the task and what he/she is going to write about. The teacher could also model how to

use a writing outline in front of the class. For example, if the task requires students to write a

letter introducing themselves to a French host family and describe themselves and talk about

activities that they like, the teacher could pretend that she is writing a letter and model an outline

for the class.

y Adapt Instruction to OvercomeMechanical Obstacles to Writing: Some students mayhave difficulty writing because of physical disabilities or because of struggling with

grammar. Some ways that students can overcome their difficulties in writing include:

allowing students to dictate their ideas to a scribe, have difficult to spell words posted in

the classroom, have students create a personal word book, ask the teacher for help,

encourage students to make up the spelling for a word, encourage collaboration with

other students, encourage students to check their own work, and use computer assisted

technologies.

One way that French teachers could help students overcome difficulties to writing would be

to have all students create their own word book or a list of difficult words in French. Students

can refer to this collection of words or grammatical concepts that they struggle with when

working on writing tasks. French teachers can also have students use a scribe or assistive

technology for writing when it is indicated on a students IEP.


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Strategies forUsing Direct Instruction

y Provide Students with the Lesson Objectives and the Agenda: Students should beprovided with the objectives for a direct instruction lesson so they know what they are

going to learn. Students should also be provided with the agenda so they can make

connections and see why the class is learning a particular skill and what they will be able

to do once they have this skill.

Students can be provided with the lesson objectives and agenda in a French class. This let

students know what they are going to learn and make connections so they can see why they

are learning a specific skill or strategy. For example, a French teacher could provide students

with the objectives and agenda that students are going to learn how to form the imperfect

tense and then write a story talking about a favorite childhood memory. Students will see that

they are learning the imperfect tense so they will be able to write about events that happened

in the past.

y Use Repetition during the Development Stage of Direct Instruction: Teachers model andexplain concepts during the development stage of direct instruction. Teachers should

model or explain these concepts more than once to help students understand the material.

Teachers should also ask students questions during this stage and check for

understanding.

Repetition during direct instruction can be used in a number of ways in a French class.

Once example would be to have the teacher model a number of examples for the class when

students are learning how to conjugate ER verbs. The teacher could ask the students

questions about the process and even have the students tell the teacher how to conjugate a


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regular ER verb. The teacher could check for understanding and have every student write

the steps for conjugating the verbs on an individual whiteboard. These methods would allow

for students to hear the steps of conjugating ER verbs many times.

y Use Guided Practice during Direct Instruction: Teachers should give students anopportunity to practice the new skill or concept in class. Teachers should monitor how

students are doing and provide feedback. The results of guided practice may also indicate

that a teacher needs to re-teach certain concepts.

Guided practice is crucial for students in a foreign language class. Once way that guided

practice could be used in a French class would be to give students a worksheet after learning

how to conjugate IR verbs that has them do some conjugations on their own and write

sentences where they have to conjugate IR verbs. The teacher would walk around the room

and see how students are doing. If students are having a difficult time and do not understand

how to conjugate IR verbs, the teacher would go back and re-teach this concept.

y Use Closure during Direct Instruction: After students practice the new concept, theteacher needs to bring closure to a direct instruction lesson. The teacher can review the

goals of the lesson or the objectives with the whole class.

One way that a French teacher could use closure after a direct instruction lesson on the

pass compos would to repeat the steps of forming this tense and then have students repeat

these steps. The teacher could also review the steps and then ask students specific question

that require students to use the pass compos.

y Use Independent Practice during Direct Instruction: Teachers should assign independentpractice at the end of a direct instruction lesson to ensure that all students understand the


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concepts and can perform the necessary skills. Independent practice allows the student to

practice the skill without having help from the teacher. This practice could be homework

or an in-class activity where the teacher doesnt provide any assistance.

After learning about the conditional tense, a French teacher could give students a worksheet

for homework that requires them to write sentences in the conditional tense. The teacher would

review the homework assignment to see if all students are able to form the conditional tense on

their own and adjust instruction accordingly.

Strategies for Differentiated Instruction

y Pace Instruction Effectively: Teachers need to pace their curriculum to ensure that all ofthe required material for the school year is taught to students. Students also learn new

concepts at different paces and some students might need to spend a lot of time on

concepts that other students have already mastered quickly. Teachers need to make sure

that students have the time they need to work on certain topics and that students who

have finished the task have an opportunity to explore the topic further.

One way that different pacing could be used in an inclusive French classroom would be

to have anchor activities ready for students that have mastered certain tasks. For example, if

students are designing a house during the house unit and some students have already finished

this task, the teacher could give the students who are done an article about houses in France

and prompt students to compare traditional French and American houses while the rest of the

class is finishing their floor plan.


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y Employ Redundancy Effectively:Many students need to have key concepts and ideasrepeated many times. Teachers should be sure to reinforce the main points of a lesson

many times and to give students a number of times to practice the main concepts

presented in the lesson. Teachers should also apply what the student has learned to

different situations.

French teachers can use repetition frequently in a number of situations. When learning to

conjugate reflexive verbs, the teacher could repeat the steps many times to the students and have

the students repeat them back. The teacher can give the class many opportunities to practice and

also create extra practice sheets for students who need or want additional practice. The teacher

could also show students that since they know how to conjugate reflexive verbs, they can now

write about their morning routine.

y Maximize Academic Engagement: Teachers need to be sure that students are providedwith many opportunities to use and practice new skills and concepts. Teachers need to

make academic engagement a priority in the classroom and should minimize the amount

of time that students spend doing non-academic activities such as sharpening pencils.

Academic engagement can look differently for all students and teachers need to monitor

their students to determine if they are spending as much time as possible being

academically engaged.

Teachers in a French class can employ a number of strategies to ensure that all students are

engaged. One way to increase engagement during teacher-centered instruction would be to

include visuals and allow students to move when presenting material. For example, if students

are learning the verb to run, the teacher can show a picture of a person running and then have the


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class stand up and run in place while saying the verb. French teachers should also make sure that

students are doing work that is at an appropriate level during student-centered instruction so that

students will be on task and not bored because the work is too easy or upset because the work is

too difficult. French teachers could use stories written about Quebec at different reading levels so

that all students are engaged an activity at the right level for them.

y Monitor and Evaluate Practice Activities: Independent and guided practice activities areused to help students further learn and understand concepts. The results of the practice

informs teachers on how students are progressing. Teachers need to make sure that the

practice activities are at an appropriate level for all students. Teachers should look at the

practice done by students and adjust instruction if necessary.

French teachers need to be sure that the practice they give to students is at an appropriate

level. Teachers can give different assignments or practice sheets on the same subject but at

different levels. For example, if students are studying the clothing unit, one group could make a

list of the clothes that they and their classmates are wearing today, another group could make

packing lists for a tropical vacation and a trip to Alaska, another group could start to work on a

school dress code. All students would be practicing the clothing vocabulary but would being

doing an activity that is appropriate. The teacher would then look at the results and re-teach

clothing vocabulary if necessary.

y Frequently Review Important Material and Evaluate Student Performance: Students needto engage in review to gain further understanding and retention. Information should be

reviewed at the end of every lesson and should also be reviewed weekly or monthly

depending on the concept. Students also need to review material to see how concepts


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build and how information is related. Students with disabilities may need additional

review activities.

Information needs to constantly be reviewed in a French class because students need to

know the basics to build their language. One way that review could be built in to introducing

a new topic would be for a teacher to review how to conjugate ER verbs before students

learn how to conjugate reflexive verbs. Reviewing these conjugations will help students with

conjugating the new type of verbs.

Strategies forUsing Assessment in an Inclusive Classroom

y Modify Test Formats: Teachers can change the way the write the tests to make thequestions less confusing and to enable all students to show what they know on the test.

Some ways that teachers could modify their tests would be to: give students enough space

to write their answers, ask questions in a logical order, write in at a level that all students

will be able to read if the test is not testing reading comprehension, define unfamiliar or

difficult words for students if they are not being tested on those words, give a model of

what a correct answer looks like, have students with special needs take their tests in an

appropriate setting, give students extra time on tests, allow students to dictate their

answers to a scribe.

All teachers need to make sure that their tests are written in a way that allows all students to

succeed. One way that French teachers could make sure that all students can take the test fairly

would be to write directions in a way that all students can understand and define vocabulary

words for students that are not being tested. Teachers can also give students the requirements for


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writing tasks on tests and make sure that all students understand what they need to do for each

question.

y Modify Scoring Procedures: Teachers should make sure that a students score reflectshow they did on the items they were tested on. This means that students should not be

penalized, or only have a small deduction taken, for spelling and grammar mistakes if

they are not being tested on spelling and grammar. Students should also be given partial

credit for answers that show some aspects of being correct.

One way that French teachers could modify their scoring would be to not take off points

for spelling and grammar on certain parts of a test if the mistake does not interfere with

comprehension of the answer. For example, if a student spelled a word that was not being

tested incorrectly on a short answer question but the teacher should not take off points for

spelling that word wrong.

y Implement and Adapt Performance Assessment: Teachers should identify what they wantstudents to be able to do and design an assessment that allows for students to perform

these skills. Teachers should then create a rubric that details the requirements of the task

and how students will be graded. Rubrics should also define and describe certain aspects

that students are being graded on so all students understand what is required of them.

French teachers can use performance assessments and rubrics in a number of different

situations. One example would be to design an assessment where students order food in a

restaurant. The teacher would explain the task to the students and provide students with a rubric

so they know what they have to do to be successful. The rubric could say that students have to:

use greetings, the student playing the waiter would have to ask what they want to eat and drink,


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the customer would have to order a drink and two items of food, the customer would have to ask

for the bill, and the students would have to close the conversation. The rubric would help guide

students in creating their dialogue.

y Teach General Strategies forStandardized Tests: Teachers need to be sure that students:know how to fill in and use a separate answer sheet, know how to eliminate incorrect

answers on a multiple choice section, know that they should guess if possible, and how to

use their test time effectively.

French teachers need to effectively prepare students for the Regents and the local 8th

Grade Proficiency Examination if applicable. French teachers should show students how to

fill out an answer sheet and should give students opportunities to practice using an answer

sheet. Teachers should also teach their students how to eliminate wrong answers on multiple

choice questions and that they will not be penalized if they guess on the French standardized

tests. Teachers should also tell students that they can skip a question that they do not know

how to answer and come back to it later if they have time at the end of the test.

y Teach Specific Strategies forStandardized Tests: Reading Comprehension Subtests:Teachers should prepare students for answering reading comprehension questions on a

standardized test by: read as much of the passage as possible, read all of the choices

before choosing an answer, check your answer by looking back at the passage, skim

tables for answers and check the table when choosing an answer.

French teachers need to be sure that all students can answer reading comprehension

questions successfully. Teachers should have students practice by: reading the entire passage,

summarizing and paraphrasing the passage, reading the entire question and all of the possible


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answers, and choosing an answer and then checking back in the reading passage. Many

French tests also have students read advertisements and then answer questions. Teachers can

have students practice skimming advertisements for key information and then that they

should look at the advertisement again to check their answer.


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Reference Page

Strategies for Promoting Inclusion with Classroom Peers

y Use Classwide Peer Tutoring, pages 188-189y Create Objectives during Cooperative Learning, pages 189-190y Monitor Group Activities during Cooperative Learning, pages 191-192y Evaluate Individual and Group Efforts during Cooperative Learning, page 192y Create Different Types of Cooperative Group Arrangements, pages 193-194

Strategies for Teaching Study Skills

y Post and Review Class and Time Schedules, pages 250-252y Teach Strategies for Homework Completion, pages 253-255y Teach Note-Taking Skills and Strategies: Guided Notes , pages 262-263y Teach Use of Reference Books, page 266y Define the Writing TaskSystematically, page 268

Strategies for Teaching Students with Higher-Incidence Disabilities

y Facilitate Verbal Responding, page 54y Adapt Instruction forStudents with Learning Disabilities, page 59y Monitor Peer Relationships forStudents with Intellectual Disabilities, page 64y Adapt Your Teaching Style forStudents with Emotional Disabilities, pages 67-69y Implement Behavioral Interventions, pages 73-74


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Strategies for Teaching Students with Lower-Incidence Disabilities

y Adapt Instruction forStudents with Physical Disabilities and Other Health Impairments,page 86

y Establish Effective Communication forStudents with Autism, pages 87-88y Conceptualize Inclusive Instruction forStudents with Severe andMultiple Disabilities,

page 93

y Adapt InstructionalMaterials forStudents with Visual Impairments, pages 95-96y Adapt the Physical Environment forStudents with Hearing Impairments, page 98Strategies for Teaching Literacy in an Inclusive Classroom

y Use Strategies for Promoting Basic Sight Vocabulary, pages 306-307y Use Classwide Peer Tutoring to Promote Reading Fluencey, page 308y Use Basic Skills and Reinforcement Strategies for Reading Comprehension, page 310y Create Text Enhancements, page 310y Teach Specific Questioning Strategies: Summarize and Paraphrase, pages 312-313y Teach Specific Questioning Strategies: StoryMaps, page 313y Adapt Formats of Reading Comprehension Instruction, pages 315-316y Use Peer Tutoring for Teaching Spelling, page 321y Teach Students to Plan for Writing, page 324y Adapt Instruction to OvercomeMechanical Obstacles to Writing, page 327


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Strategies forUsing Direct Instruction

y Provide Students with the Lesson Objectives and Agenda, In classy Use Repetition during the Development Stage of Direct Instruction, In classy Use Guided Practice during Direct Instruction, In classy Use Closure during Direct Instruction, In classy Use Independent Practice during Direct Instruction, In class

Strategies for Differentiated Instruction

y Pace Instruction Effectively, page 127y Employ Redundancy Effectively, pages 135-136y Maximize Academic Engagement, pages 136-138y Monitor and Evaluate Practice Activities, pages 145-146y Frequently Review Important Material and Evaluate Student Performance, page 146-147

Strategies forUsing Assessment in an Inclusive Classroom

y Modify Test Formats, pages 280-281y Modify Scoring Procedures, page 282y Implement and Adapt Performance Assessment, pages 283-285y Teach General Strategies forStandardized Tests, page 289y Teach Specific Strategies forStandardized Tests: Reading Comprehension Subtests,

page 289


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Documents

Inclusion Resource Guide for French