French

= **French Files** = I've just checked on the NZQA website and the past external papers and their marking schedules are still there. You just have to hunt a bit to find them. =[] = I went to the French Level 1 page. I then clicked on Resources for externally assessed standards. I then clicked on Exam documents and finally, 2010 and earlier (expired standards).

Ci-dessous le lien pour la chanson de Dorothee + les paroles de"j'ai mis dans ma valise" qui est propose sous forme de poeme pour les year 10 (shopping for clothes) sur le site french.ac. C'est rigolo, ma classe adore! __[]__

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-- Forwarded Message From:  Date: Mon, 31 Aug 2009 07:28:13 +1200 (NZST) To: Anne Passmore  Cc: ,  Subject: Re: Teaching French to students with Dyslexia

Hi All

Thank you for this excellent list, Abi.

I too have had great success in using colour for learning.

I, personally. think in pictures and never have a camera far from my hands to record pictures-although I am not dyslexic but stongly visual.

Never expect dyslexic students to learn lists of vocab in black and white.

Get them to use highlighters in various colours to assist them to select and remember words. Get them to arrange the words in patterns or draw a picture, for example a flower. to represent the tenses -a different one on each petal etc.

Let them doodle on their (own) books. (At school, I used to deliberately spill ink on a page I wanted to remember because it gave it a form and was a picture therefore setting it apart from other pages!)

In exams I, like others, could call up a photo of the page I wanted to remember.

For dyslexics and other students, when dealing with passages of text you create, put the memorable words you are teaching in colours (to a certain extent this is what I have done when writing the resource "En Caledonie" by putting required vocab for Year 12 in blue and Year 13 in red)

On the board-draw, draw, draw to represent your ideas, or get the students to draw for you.

In all my years of teaching I have only three times come across a student called "field independent" who did not like supporting pictures because they thought in abstract terms. All the rest have benefitted from my blackboard drawings (even though my telegraph poles apparently resemble Eiffel Towers!!)ie you don't have to be an artist to draw!

Please keep this discussion going-it will help more than the dyslexics in your class.

Sincerely

Gayleen Mackereth

Hi Abi, > A few tips for helping dyslexic students: > Give them one instruction at a time > Write instructions for them on the board, don't assume they will have > processed the information first time. > Dyslexics think in pictures so lots of flashcard/pictures to prompt word > recognition. > Try and teach the vocab in the same order each time you are practising > them as the students will remember the order and therefore help them to > remember. > Lots of repetition. > The main thing seems to be to use pictures and colours. > Coloured pictures/flashcards are better than black and white. > Break up reading texts into small manageable chunks. > Put the English translations underneath in a different colour. > Use pastel coloured paper for worksheets/ handouts. > Avoid asking them to read outloud in front of the class, an alternative is > to get the whole class to read outloud at the same time or students to > read outloud to their partner. > Give them time to practise their answer with their partner before > expecting them to speak out in front of the class. > Dyslexia does not present the same in any two dyslexics. It's important to > find out from the individual the best way for them to learn. > Find out what type of learner your dyslexic student is i.e kinesthetic, > musical, humour, visual etc > An other important thing to remember is that dyslexics learn in a > different way and therefore need understanding and patience. > Dyslexics often have low self estem so lots of praise and encouragement is > essential. > > Hope this is helpful. This list was written with help from my dyslexic > husband and dyslexic 13 year old daughter. > I'm sure you're doing most of this already with your classes. > Regards, > Anne > -- > Anne Passmore

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