Winning projects 2018-2019
Wotton en lumières!
(Wotten in lights)
Commission scolaire des Sommets
Francis Vigneux Blais, Sylvain Lévesque, Patricia Godbout, Joelle Vermette, Caroline Richer, Stéphanie Dumas and Valérie Boudreau
Students at École Hamelin are used to projects that bring together the school and the community. The latest project, Wotten en lumières, is an adventure through stories where visitors can travel through an illuminated forest. Guided by Little Red Riding Hood, the groups of visitors can walk through the woods and meet characters from different fairy tales through skits, multimedia creations, songs and shadow puppetry. To achieve this result, students read a variety of fairy tales to increase their knowledge of popular stories. Older students at the school also visited younger classes to read to them. Students in Elementary Cycle Three were responsible for the introduction, but the collaborative writing process allowed all the classes within the school to help tell the story. Throughout the project, students shared various tasks, such as building scenery, assigning roles, publicity and organization.
Provincial Recognition Awards
Les cercles de discussion : lecteurs motivés, créateurs passionnés
(Discussion circles: motivated readers and passionate creators)
Commission scolaire de Saint-Hyacinthe
École Saint-Thomas-d’Aquin, École Saint-Jean-Baptiste and École Bois-Joli – Sacré-Cœur
Jessica Audet-Pellerin, Catherine Bélanger, Audrey Lasalle, Cynthia Lefebvre, Hugo Leroux, Johanne Proulx and Pierrette Proulx
Teachers in the Commission scolaire de Saint-Hyacinthe were already aware of the positive effects of reading circles. However, they wanted to improve this teaching tool by changing the methods involved. Working together with the French education consultant, the team of librarians and the education consultant from RÉCIT national des langues, the teachers created a multi-step project.
First, students played a quiz-game to create their reader profile, then attended a speed matching session organized by the librarians, who recommended books based on the students’ profiles. Next, students took part in “missions” to help model their reading. Groups of students with the same profile discussed what they read and used a tablet to complete a cooperative writing task based on the genre they read. Students integrated images and special effects. Finally, an augmented reality application can be used to visit the worlds created by the students. This project can also be repeated in other libraries within the Commission scolaire de Saint-Hyacinthe.
Commission scolaire de l’Estuaire
École Les Dunes
Marie-Ève Coutu and Julie Lepage
This project, carried out at École Les Dunes in the Commission scolaire de l’Estuaire, comes from the school team’s awareness of the fact that many boys do not spend very much time reading, since they are not very interested in books. To overcome this lack of interest, teachers decided to present novels in new ways.
The project was completed in conjunction with the drama teacher and involved several steps. First, students read a book they had chosen from the library. Next, they each took a box and built a model inside of it to depict their favourite scene from the book. Outside of the box, the students placed a summary, an introduction to the main character and a short literary review. The students invited their families, the community and other students at the school to come visit their display booths. Before the exhibit, students created posters to hang in the school in order to direct visitors to the exhibit. In drama class, students prepared humorous short videos, which discussed choosing the right book, suggested reading times and the joy of reading. These videos were recorded and played on iPads, which were placed along the path leading to the exhibit.
Les grands conteurs
Commission scolaire des Trois-Lacs
Isabelle Rompré and Myriame Larose
In order to help develop a love for reading, communication skills, self-esteem, and connections between the school and families, preschool and Cycle Three teachers at École Harwood started a partnering project between older and younger students. For ten weeks, students worked in groups based on their strengths and weaknesses. For one week, Elementary 6 students studied the words and images of a book and created an adaptation of the story for younger students. Next, they read it for the first time to kindergarten students, who started to tell parts of the story themselves when it was read for a second time. The teams kept working until the kindergarten students could recite the whole story by themselves, which meant they could take the book home and present the story to their parents. The teams then started again with a new book. Both parents and students were proud of the progress made.
La marche de la coccinelle
Commission scolaire du Littoral
The most notable thing about École Saint-Joseph, located on Anticosti Island, is that it only has nine students. Often, a grade will have only one student who works alone at their own pace, which provides little opportunity for interacting with others. At least that was the case until a teacher and the principal developed a project centred around reading and developing healthy life habits: La marche des coccinelles. Since then, every day has started with a “battle of the books,” where the nine students make predictions and discoveries and also share their points of view and observations. Elementary 2 students are responsible for completing some mathematical calculations and based on these results, they move a ladybug along a map of the village, like a board-game piece. Next, all the students go for a walk in the village, travelling the distance corresponding to that covered by the ladybug on the map. This walk is in honour of Léa, a young girl with leukemia and the main character of the book L’étoile de Léa, and donations are collected for the LEUCAN organization. Reading and action are combined in this project that brings people together.
La lecture, tous en chœur
(Reading all together)
Commission scolaire du Pays-des-Bleuets
Dominique Fortin and Johannie Boutin
At École Maria-Goretti, the La lecture, tous en chœur project brings together the voices of Elementary 5 and preschool students. Strengths are used to meet a challenge. The challenge? Increase the older students’ interest in reading. Their strengths? They love to move around, talk and communicate. The Elementary 5 students attended a workshop on reading strategies to learn how to read a story to younger students. Next, they chose a children’s book and took turns reading it to the students they were matched with. Readers had the chance to develop their ICT and writing skills by creating a digital visual presentation to capture and keep the attention of their audience during the reading. Therefore, the quality of the text was important. At the end of the activity, the Elementary 5 students were proud of their accomplishments, and the kindergarten students couldn’t wait for the next installment of story time!
Commission scolaire du Lac-Saint-Jean
Centre de formation générale des adultes – Pavillon Damase-Boulanger
Lisa-Ann Girard and Pier-Charles Boily
Reading a novel is often discouraging for men at adult education centres. In order to show that this need not always be the case, the team of French teachers at the Pavillon Damase-Boulanger of the Centre de formation générale des adultes rethought their method of approaching reading. After meeting with François-Bernard Tremblay, a professor of literature and the author of the novel Sutures, a teacher had the idea of bringing the students and the author together. A reader-writer’s notebook for the novel was created for students in the course Découvrir le roman québécois. Once the project was presented to the students, interested participants read the novel before the author’s visit, scheduled for a few weeks later. Students discussed the novel together and filled out their reader-writer’s notebooks. On the day of the visit, students were able to ask the author questions that they had prepared in advance as well as spontaneous questions on the spot. This exchange helped them learn about the profession of author. After the workshop, several students went to the testing room to complete their course evaluation, but more importantly, they developed an interest in reading.
Des histoires à lire debout
(Telling stories that stand out)
Commission scolaire de l’Énergie
École de la Source
How can we give Elementary 3, 4 and 5 students more motivation to read? Elementary 6 students at École de la Source worked on answering that question. After having the younger students complete a survey, students with entrepreneurial flair started writing digital-format stories “where you can be the hero. ” Various factors contributed to the creation of this project. First, the creators understood the need to offer choices to readers, to integrate mysteries and challenges and to include sounds. They also wanted to teach younger students how to use certain digital tools. Students also organized press conferences in conjunction with the publication of their stories on a website. Since they were worried about the quality of their product, students made changes based on comments from their readers. In addition to allowing both creators and readers to acquire subject-specific learning, this innovative project increased the motivation of younger students to read and improved their marks.
Association québécoise des utilisateurs de l’ordinateur au primaire et au secondaire (AQUOPS) Prize
Samedi de lire
Commission scolaire Marie-Victorin
School on Saturdays? Parents and preschool and elementary school students at École Marie-Victorin in Longueuil answered yes to this surprising offer. Twenty-eight brave students attended twelve sessions held on Saturday mornings. Committed and experienced teachers guided these young students on their learning journey. Using a game-based approach, this activity helped children to experience reading success, deepen their understanding of concepts so that they could feel more competent in class, and develop their self-esteem and autonomy. The parents weren’t forgotten either. They were able to participate in workshops lead by school administrators on topics such as parent-school collaboration, literacy, and the link between parent involvement and educational success.
Bibliothèque et Archives nationales du Québec (BAnQ) Prize
Lectures et passions
(Reading and passion)
Commission scolaire des Découvreurs
École des Pionniers – Pavillon De La Salle
At the Pavillion De La Salle of the École des Pionners in the Commission scolaire des Découvreurs, reading and passion go together. The Lectures et passions project celebrates the individuality of each student. Students participated in this project in order to learn to know themselves, know other students and discover reading. The importance of reading for pleasure and choosing books based on their tastes became the motivation of all the students. They all learned quickly that it isn’t enough to just pick one book over another in the same category. Next, the teacher presented other criteria to the students so that they could better describe their preferences. Finally, an activity where students classified books based on the subjects and themes discussed helped them to develop a shared vocabulary. The project helped students to clarify their tastes and interests and to learn about those of their peers. Students also understood the benefits of exploring new genres and subjects.
Union des écrivaines et des écrivains québécois (UNEQ) Prize
La guerre et la paix
(War and Peace)
Commission scolaire de la Pointe-de-l’Île
At École Sainte-Gertrude in the Commission scolaire de la Pointe-de-l’Île, an Elementary 6teacher observed over the years that the theme of war and peace interested a majority of students. She decided to have the students read several books linked to the theme of war and peace so that they could develop their vocabulary in this area. The teacher took the opportunity to present several peace advocates, and students did their own research to create posters to hang on the school’s walls in order to introduce other students to these figures.
To conclude the project, the teacher showed the students a book containing only illustrations, as a way to work on their interpretation skills. The teacher demonstrated how to write a narrative text by choosing a double page with the students and showing them what she expected. In the last part of the project, pairs of students wrote the text for each double page. This activity allowed them to use the vocabulary they learned.
Association québécoise des enseignantes et des enseignants du primaire (AQEP)
L’univers de Roger Hargreaves
(Roger Hargreaves’ world)
Karine Lecouffe-Léveillé and Johanne Goyette
For the last five years, students at Académie Juillet have lived in Roger Hargreaves’ world. Throughout the year, in connection with different school subjects, Elementary 2 students discovered the wonderful books in the “Mr. Men/Little Miss” collection. First, students read the books on their own, then they participated in group reading sessions led by the teacher to learn reading strategies and enrich their vocabulary. The “Mr. Men/Little Miss” adventure continued with a writing exercise where students created a character and a story. In visual arts, they illustrated their story and created their “Mr. Men/Little Miss” figures out of papier mâché. To prepare for an official book launch, students designed posters, made decorations and worked on their reading summary. In math class, students solved a realistic situational problem that focused on the sale of these books. After practising at school and at home to create voices for each character, the Elementary 2 students visited the kindergarten class to read the new Mr. Men/Little Miss book.
Illustration Québec (IQ) Prize
Réseaux littéraires et œuvres collectives au préscolaire
(Literary networks and collaborative work in preschool)
New Frontiers School Board
Mary Gardner School
Catherine Garand-Butcher and Lolita Fuhlrott
The Réseaux littéraires et œuvres collectives au préscolaire project is the result of collaboration between two teachers who are passionate about children’s literature. These teachers from the bilingual Mary Gardner School had the idea of creating a new collaborative work every month inspired by a set of books linked by a common theme. Their students inspired the project when they were surprised to learn that a five-year-old could be responsible for the creation of a book. The theme was explored in parallel by each teacher in French and English, and the literary network was made up of identical or complementary books. The teachers took turns creating a collaborative book inspired by the books presented. An author network was also created in each language. The collaborative work, based on the book Une patate à vélo by Élise Gravel, was created together with Elementary 6 students, who helped with spelling and writing. The project allowed students to become more involved in writing a collaborative book. They are now proud of the fact that their books are the most checked out from the school library.
Association québécoise des enseignants de français langue seconde (AQEFLS) Prize
La Gazette de Saint-Jude
(The Saint-Jude Gazette)
Commission scolaire des Grandes-Seigneuries
École Saint-Jude had few after-school activities focused on reading and writing. In order to offer more of these activities and increase student motivation, the new administration decided to consult the students. The survey showed that reading in the library and journalism were the subjects that students found most interesting. Next, a group of readers interested in journalism was formed, and a partnership was established with the newspaper Le Soleil de Châteauguay. The budding journalists met with experienced journalists to learn about the field, research and the importance of checking your sources. Using their new skills, the students published La Gazette de Saint-Jude quarterly, and their articles were even reprinted in the Châteauguay newspaper. Each edition of the school paper included a literary review. The activity helped students develop some entrepreneurial skills as well as ICT skills. The visibility of the paper, which is available on different platforms, increased student motivation and the number of readers.
Association pour la promotion des services documentaires scolaires (APSDS) Prize
Commission scolaire du Lac-Saint-Jean
Centre de formation générale des adultes – Pavillon Damase-Boulanger
Cindy Mc Nicoll and Pier-Charles Boily
Some French teachers decided to take up the challenge of getting students in adult general education to like French class. To do so, they created a warm and welcoming space for the promotion of French: the language lab. They rearranged a part of the library and installed furniture, computer equipment and accessories to create a pleasant and functional space conducive to learning. The language lab is a multi-use space for conducting a range of activities directly or indirectly related to French. These include grammar workshops, group classes, software-based tutoring, film screenings and lectures. Students who are enrolled in courses have achieved good results and enjoy being in a space that feels less like a school. They can meet with all of the French teachers in the space. Creating the language lab made reading more accessible to students by removing the emotional, mental and social barriers often associated with a library, providing a space where students feel good and can discuss reading.
Communication jeunesse (CJ) Prize
Les univers littéraires à l’éducation préscolaire
(Literary universes in preschool education)
Commission scolaire de Kamouraska–Rivière-du-Loup
Services éducatifs, secteur jeunes
Les univers littéraires à l’éducation préscolaire project originally involved combining doctoral research on literacy and cooperation with teachers in the Commission scolaire de Kamouraska–Rivière-du-Loup. The project consists in creating literary universes based on literature kits shared among preschool classes. To help younger students develop these universes, teachers use children’s literature in a variety of pedagogical contexts. They present students with various books on the same topic and invite them to use their new knowledge in the creation of symbolic games. Children’s imagination and creativity are at the heart of literary universes. These qualities are also required in teachers, as they create a set of rules for each universe studied. Teachers are supported by the educational consultant. Thanks to this project, which originally involved eight teachers, 28 groups of students have had the chance to discover the literary world and to develop an interest in reading and attending school. Next year, even more students will be able to create literary universes.