The file is available among others: Reading A3 and B1, spelling, counting operations … Each child follows the file to its convenience in relation to the master – either plug to plug or – depending on the child’s needs . E. Joffre (07) The various forms of classroom organization for alternating group activities, group and individualized, are similar regardless of the cycles. Individual work booklets Plans To avoid loss of time, student responses grids are provided with the file.
They are grouped as a single booklet «consumable» of 8 pages. Each file comes with 10 individual booklets (these booklets are also available in packs of 10 for a small fee). 2nd level file (B, C, D) This file is designed to get children to use dictionaries effective manner. It is a continuation of the previous file and is for students Cycle III.
It urges the child to practice close observation. It puts the situation gradually become aware of the nuances of the language and the rigor of the relationship meaning / spelling. This observation leads to a permanent questioning that leads the child to develop approaches to – compare words – derive their meaning – reflect on their spelling, – understand the functioning of language, – implement research strategies . …………………………………..
Summary File 1 Series second level decoding of language typographical dictionary. Series 2 Awareness of the multiple meanings of words. 3 Series Broadening knowledge of the morphology, of meaning, of the lexicon. Series 4 Awareness of word formation. …………………………………..
1 Series still insists on various typological marks : differences in spellings (for example sentences and definitions), abbreviations … the following series deepen the notions of literal and figurative sense, synonyms and antonyms, language registers, word formation (radical, prefix and suffix) etc. File structure – 32 sheets size 17 X 22 cm – 10 individual booklets for answers – 1 booklet for the teacher Unlike the previous file it does not begin on a series poster for workgroups.
This has seemed more essential, but it is up to the teacher to group activities (or groups) if deemed necessary as an introduction and / or to stake out personal activities. The file is composed of 4 sets of 8 records – 6 records-activities – 1 record-correcting (which includes the corrections for the previous 6 cards) – 1 test plug (correction in the teacher’s manual).
As the first file, it is accompanied by a teacher’s booklet presenting the objectives and skills to exercise, and which ends with the corrected test sheets. File Introduction Several strategies are possible depending on the actual levels of children: – After a working class in alphabetical order and a first diagnosis of knowledge assessment, I direct the children in relation to the file. Due to the heterogeneity of levels, some start later in the file than others.
Sometimes I use some sheets together, especially early in the year to launch the file. J-L. Allard, CM2 (87) – It can be provided in advance, one or more sessions where children will explain how and when they use a dictionary and what are its characteristics (boards, proper names, etc.). We also observed differences presentations dictionaries we have.
G. Sapirstein CM1-CM2 (54) Evidence of use CM2 class Children use the file within the established work plan on two to three weeks (teacher-student institution based on findings of errors). Access to records is then free, I am available to advise. Other use: I can advise to the class to include a particular set work plans when it comes to enhancing a concept poorly assimilated by all. J-L.
Allard (87) It may be helpful, as does J-L. Allard, to build a table with all entries in the file and the names of children. It helps to know at all times where is everyone.
CM1, CM2 In the schedule of my class, scalable each week based on cooperative boards, two tracks are provided (after the «what’s new» Monday and Thursday) to the employment contract in French (individual work) and whose duration is 45 minutes maximum. Priority is given to the writing because these two days are when children have more things to tell or write.
They therefore have the choice between: – make a free text, or a poetic game – make one or two page (s) spelling and a four page (s) reading (files ICEM-PEMF) – a type text for the newspaper to the computer and / or make a «plug dictionary». Several different dictionaries (Webster, Larousse …) available to them. They work autonomously, CM1 to Series 1 and 2, the CM2 Series 3 and 4. It is possible to enlist the help of a friend and make a listing in two if one is struggling.
It is also possible to group together several around a table with different forms and help each other with or without the master. G. Sapirstein (54) can also organize classroom workshops at times: Workshop using the dictionary will be available next workshops focus or editing text, spelling, reading, computer, correspondence, preparing a presentation, etc. homeworkmarket
When a child has completed a series, it passes the test.
For this, he warns the teacher in advance and isolates himself in a corner of the classroom with several dictionaries. The successful test, is entitled to a quote cooperative board and a part of the patent good dictionary user (class display). The child then becomes a resource person, as well as the master, to help others when using the file. G. Sapirstein (54) The experience gained through the various the various activities offered in these files should make more effective use of dictionaries.
It should however be aware of the limitations of any training exercise. As useful as it is, it will never replace the practice «situation.» Therefore, systematically and must be used as often as possible to the dictionary. Children need this instrument continually reach, as well as the calculator or geographical atlas. File prepared by J-C.
Saporito. Documents: C. Charles M. Deshours B. Gallier, E. Joffre A. Solas (authors files and teacher’s manual) and testimonies of J-L. Allard, C. Charles E. Joffre G. Sapirstein. http://www.icem-freinet.fr/archives/ne/ne/86/outils-86.pdf <^ Training Music Education to citizenship through the exercise of citizenship: the council of teenagers Aix Provence> Author: Jean-Claude Saporito Print
By Catherine Chabrun the 26/01/11 – 17:30 In: GD 75 – Paris Meeting Minutes Elementary School Education 47 Avenue d’Ivry Paris 13th in the class of Mylene Present: 8Ordre day: 1. Information 2. General Salon Freinet 3. 10/13 4. Presentation of class Mylene 1. General Daniel has the workbook departmental delegates. Docs to present the ICEM. A grid allows to review the operation of the GD Proposed membership to 40 euros IPEM / or normal ICEM ICEM membership to 80 euros.
Make a survey IPEM list. Andrea information about the Chilean Congress Freinet: January 10, 2011, the Chilean Freinet Congress was held in Santiago de Chile with representatives from Brazil, Mexico, Bolivia, Chile and Uruguay and President of the FIMEM, Teresita Garduno. The conference theme: «The relevance of the Freinet pedagogy in the current Latin American context» The exchange between educators Freinet was very rich and intense.
On the occasion of these exchanges, different educators were surprised to learn that in Uruguay, we can develop different teaching methods, which is not the case in Chile or Mexico. In July, there will be a conference in Brazil, organized by ABDEPP (founded by the Brazilian Freinet movement). The aim will be the consolidation of the Latin American Network (RED Freinet America).