Cycle 1 Program, competencies and online learning
In the Cycle 1 Program, students need to be immersed in an environment “where they gradually absorb the language and develop their own ways of expressing themselves in English.” It is therefore important to have students stay in touch with the English language.
Keeping in mind that Cycle 1 classes are usually teacher-centred, we strongly suggest that you plan some activities in a synchronous manner with small groups. This way, you can observe all students and give instant feedback.
In class, teachers often ask students to observe others when they don’t understand. However, observing other students is difficult to do in an online class setting. This means that the teacher must model, repeat and guide students consistently and carefully. When teachers scaffold the learning, students understand small parts of course content in each class and are guided to put all the parts together toward the end of the learning process.
The Cycle 1 Program is based on carefully selected authentic texts (songs, rhymes and stories) and visual support to develop the target competencies. We are lucky to have access to an inexhaustible supply of resources in English on the Internet. Let’s take advantage of them.
In order to prepare students to develop the target competencies, it is important to keep those competencies in mind at all times.
To develop this competency, you can invite students to turn on their camera and microphone to demonstrate their understanding by making gestures, repeating and singing along during songs. You can propose simple interactive activities (selecting images, matching games, choosing words to build vocabulary, etc.).
To develop this competency, you could create short activities for students to talk and listen to and respond to simple messages. Students should use online classroom functional language to ask for help or clarification, express their needs, and manage the computer or table (e.g. “No understand,” “Me washroom,” “No camera”). Taking some time during a lesson to go over that functional language will help you, and your students will become more autonomous. Students could also have access to an online picture dictionary with words they need to use in order to communicate during a session.
“For our Cycle 1 students, we have been staying in touch through videoconferences in which we play games such as Simon Says or I Spy.
We also shared our screen to sing songs with students that had been assigned as part of their weekly ESL work. Students seemed to really enjoy the games and it allowed us to practise both C1 and C2 with them.”
Suzanne Allard, ESL Teacher, CS de la Seigneuries-des-Mille-Îles
“From the start, students imitate the rhythmicality of the language in a context as native-like as feasible. Consequently, repeated exposure to authentic audio models is necessary.”
Programme de formation de l’école québécoise Download the PDF document, Cycle 1 Elementary, p. 6
Suggested sequences for synchronous sessions
In Cycle 1, you need to be consistent in order to help your students understand the content of your lessons. When the structure is not something they have to figure out, their focus can be on the ideas, words and visual cues.
- Present the functional language.
- Present strategies for success (e.g. pay attention, repeat).
- Present goals (e.g. learn vocabulary to use in your personalized book).
- Listen to the song
- Listen to the song and point to or present the corresponding items (visual support).
- Listen to the song again and include the gestures. Invite students to imitate the gestures.
- Practise the vocabulary: you can use flashcards (Quizlet) or a presentation tool with the visuals and the vocabulary (Google Slides, PowerPoint).
- Repeat the song with students singing along.
- Invite students to participate in activities: matching games, pointing to items, organizing a sequence, memory games, I Spy, etc.
- Self-monitoring (this can be done on paper at home).
- Practise on their own or with their family.
- Present functional language.
- Present strategies for success (e.g. pay attention, repeat, use gestures).
- Present the goals (e.g. listening to a story can help me say and learn words in English).
- Read the story (online book with a shared screen or a paper book)
- Read the story and point to important visual elements in the story. Invite students to participate (repetitive structure).
- Practise the vocabulary: you can use Quizlet or a presentation tool (Google Slides, PowerPoint).
- Invite students to participate in activities: matching games, pointing to items, organizing a sequence, memory games, I Spy, etc.
- Self-monitoring (this can be done on paper at home).
- Practise on their own or with their family.
To learn the tools mentioned in this module, please consult the Tool Box section (Boîte à outils) of the website.
“For my Cycle 1 students, I choose a story to read aloud. I select vocabulary words that are important and create visual aids with ActiveInspire. I ask questions as I go along and after the book also.”
Amélie Lemoyne-Fecteau, ESL Teacher, CS des Affluents
Here are some other tips.
- Have students prepare material at home to use during videoconference sessions.
- Example: Cut out puppet monkeys to use when singing “Five Little Monkeys.”
- Ask students to find an object to represent the song or the story.
- Ask students to draw something related to a book or a song.
- Ask students to practise a song at home with their family.
- Send links to access books or songs online (verify copyrights) to parents.
