{"id":41792,"date":"2026-02-17T11:18:36","date_gmt":"2026-02-17T16:18:36","guid":{"rendered":"https:\/\/onlit.org\/?post_type=onlit_resources&p=41792"},"modified":"2026-06-03T11:23:21","modified_gmt":"2026-06-03T15:23:21","slug":"apprendre-lire-et-grandir","status":"publish","type":"onlit_resources","link":"https:\/\/onlit.org\/fr\/ressource\/apprendre-lire-et-grandir\/","title":{"rendered":"Apprendre, lire et grandir"},"content":{"rendered":"

Apprendre, lire et grandir<\/em> est l\u2019approche d\u2019ONlit visant \u00e0 offrir un enseignement int\u00e9gr\u00e9 et structur\u00e9 de la litt\u00e9ratie, en coh\u00e9rence avec le Programme-cadre de fran\u00e7ais de l\u2019Ontario. Pour chaque ann\u00e9e d\u2019\u00e9tudes, cette approche propose un ensemble de ressources pratiques et interreli\u00e9es montrant comment le langage, la litt\u00e9ratie et les domaines d\u2019apprentissage s\u2019articulent autour des contenus pertinents et ancr\u00e9s dans des r\u00e9alit\u00e9s canadiennes. L\u2019ensemble des ressources met \u00e0 la disposition du personnel diff\u00e9rents types de contenu p\u00e9dagogiques tels que des textes mod\u00e8les de grande qualit\u00e9, des d\u00e9marches explicites pour l\u2019enseignement du vocabulaire, des soutiens structur\u00e9s \u00e0 l\u2019\u00e9criture fond\u00e9s sur l\u2019approche thinkSRSD, des occasions de d\u00e9velopper la fluidit\u00e9, ainsi que des le\u00e7ons de syntaxe contextualis\u00e9es \u00e0 partir de textes authentiques.\u00a0<\/span><\/p>\n

Cette collection \u00e9tant en pleine expansion, certaines ann\u00e9es d\u2019\u00e9tudes ne comprennent pas encore tous les \u00e9l\u00e9ments pr\u00e9sent\u00e9s ici. D\u2019autres composantes viendront s\u2019ajouter au fil de l\u2019avancement du projet.<\/span><\/p>\n

Unit\u00e9s en 3e ann\u00e9e<\/p>\n

    \n
  1. Terry Fox<\/li>\n
  2. Les barrages de castors<\/li>\n
  3. Les r\u00e9gions et les empois<\/li>\n
  4. Comment les forces agissent sur les jouets<\/li>\n
  5. La soir\u00e9e du hockey au Kenya<\/li>\n
  6. Salma, la chef syrienne<\/li>\n
  7. Les cultures,\u00a0 les traditions alimentaires et une alimentations saine<\/li>\n
  8. \u00c0 venir<\/li>\n
  9. Alma Thomas<\/li>\n
  10. Le sol en Ontario<\/li>\n
  11. La semaine nationale de l’accessibilit\u00e9<\/li>\n
  12. Les plantes et leurs adaptations<\/li>\n<\/ol>\n

    Unit\u00e9s en 4e ann\u00e9e<\/p>\n

      \n
    1. Faire de bons choix : le sommeil<\/li>\n
    2. Cat\u00e9gories d’animaux<\/li>\n
    3. Robot sauvage<\/li>\n
    4. Des empereurs aux A\u00een\u00e9s : les gouvernements du pass\u00e9<\/li>\n
    5. Lucioles et fleurs<\/li>\n
    6. Les machines au travail dans notre communaut\u00e9<\/li>\n
    7. R\u00e9gions physiques du Canada<\/li>\n
    8. L’alimentation au quotidien<\/li>\n<\/ol>\n

      Unit\u00e9s en 5e ann\u00e9e<\/p>\n

        \n
      1. Transformer le stress en force<\/li>\n
      2. Qui fait quoi au Canada ? Comparer les gouvernements<\/li>\n
      3. Des structures solides contre les ouragans<\/li>\n
      4. L\u2019eau douce au Canada : une ressource pr\u00e9cieuse<\/li>\n
      5. Le probl\u00e8me du plastique : cinq amis passent \u00e0 l\u2019action<\/li>\n
      6. Les tambours : le rythme des cultures<\/li>\n
      7. Paralysie c\u00e9r\u00e9brale : sensibilisation, soutien et inclusion<\/li>\n
      8. R\u00e9sister \u00e0 la pression des pairs et faire ses propres choix<\/li>\n<\/ol>\n

        Unit\u00e9s en 6e ann\u00e9e<\/p>\n

          \n
        1. La Convention relative aux droits de l\u2019enfant<\/li>\n
        2. Comment les animaux volent<\/li>\n
        3. La D\u00e9claration universelle des droits de l\u2019homme<\/li>\n
        4. Les p\u00e9nuries alimentaires mondiales<\/li>\n
        5. Au-del\u00e0 des \u00e9toiles<\/li>\n
        6. Accessibilit\u00e9 et d\u00e9ficience visuelle au Canada<\/li>\n
        7. Les Sept enseignements des grands-p\u00e8res<\/li>\n
        8. Histoires de r\u00e9silience au Canada<\/li>\n<\/ol>\n

          Unit\u00e9s en 9e ann\u00e9e<\/p>\n

            \n
          1. Les r\u00e9cits personnels et le pouvoir de la m\u00e9moire<\/li>\n
          2. Textes informatifs et identit\u00e9<\/li>\n
          3. Textes persuasifs et pouvoir d\u2019influence<\/li>\n<\/ol>\n","protected":false},"author":1,"featured_media":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_kad_post_transparent":"default","_kad_post_title":"default","_kad_post_layout":"default","_kad_post_sidebar_id":"","_kad_post_content_style":"default","_kad_post_vertical_padding":"default","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"content-language":[509],"onlit_curriculum_reference":[520],"onlit_grade":[319,320,321,322,323,324,325],"onlit_resource_format":[474],"onlit_topic":[430,464,297,298,303,462],"class_list":["post-41792","onlit_resources","type-onlit_resources","status-publish","hentry","content-language-francais","onlit_curriculum_reference-autre","onlit_grade-niveau-3","onlit_grade-niveau-4","onlit_grade-niveau-5","onlit_grade-niveau-6","onlit_grade-niveau-7","onlit_grade-niveau-8","onlit_grade-niveau-9","onlit_resource_format-ressource-pedagogique","onlit_topic-comprehension-de-la-lecture","onlit_topic-ecriture","onlit_topic-enseignement-explicite","onlit_topic-fluidite-en-lecture","onlit_topic-planifier-un-bloc-denseignement-en-litteratie","onlit_topic-syntaxe-et-structure-de-phrases"],"acf":[],"_links":{"self":[{"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_resources\/41792","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_resources"}],"about":[{"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/types\/onlit_resources"}],"author":[{"embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/comments?post=41792"}],"version-history":[{"count":6,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_resources\/41792\/revisions"}],"predecessor-version":[{"id":43548,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_resources\/41792\/revisions\/43548"}],"wp:attachment":[{"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/media?parent=41792"}],"wp:term":[{"taxonomy":"content-language","embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/content-language?post=41792"},{"taxonomy":"onlit_curriculum_reference","embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_curriculum_reference?post=41792"},{"taxonomy":"onlit_grade","embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_grade?post=41792"},{"taxonomy":"onlit_resource_format","embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_resource_format?post=41792"},{"taxonomy":"onlit_topic","embeddable":true,"href":"https:\/\/onlit.org\/fr\/wp-json\/wp\/v2\/onlit_topic?post=41792"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}