Discipline
Program Type
Supplemental, Core
Delivery Method
Blended (Print & Digital)
Provincial Listings
Ontario - Trillium List, Ontario - Liste Trillium
Province
National
Imprint
Pearson Canada
Échos Pro - New Revised Editions!
Échos Pro and Échos work together to develop literacy learning and maximize student success in French. Each collection can be used separately or together in one program providing a wide variety of texts / text types and great flexibility for lesson planning. The Échos Pro books are student resource modules, based around lessons. The Échos books are complete story books with each book being a stand-alone story. These are meant to supplement the Échos Pro program.
The Échos Pro student modules have undergone an independent DE&I review in 2022. Based on those recommendations, select photos and phrases have been updated within the new revised 2022 student editions. Visit the FAQ page to see a list of updates.
Échos Pro and Échos provide flexible purchase options with blended (digital and print) packages to suit your needs. The easiest way to become an Échos Pro is to start with a Professional Bundle, where you get all of your Teacher and student materials in print and digital formats. Expand your collections and support students by purchasing printed student books separately.
Explore each level of Échos Pro and Échos to learn more.
Échos Pro 1
Échos Pro 2
Échos Pro 3
Échos 1
Échos 2
Échos 3
Échos Pro and Échos provide flexible purchase options with blended (digital and print) packages to suit your needs. The easiest way to become an Échos Pro is to start with a Professional Bundle, where you get all of your Teacher and student materials in print and digital formats. Expand your collections and support students by purchasing printed student books separately.
Authors
Échos Literacy Authors
Pearson Canada would like to thank the many professionals who contributed their time and expertise to the development of this resource. See Acknowledgements for a complete list.
Bev Anderson, M.Ed.
- Senior Author and Series Editor, Échos 1-3 and co-author, Effective Literacy Practices in FSL: Making Connections
- National second language educational consultant and proprietor, Bev Anderson Consulting
- Former educational consultant for Core French, Intensive French and Enhanced French, Saskatchewan Ministry of Education
- Past president, Canadian Association of Second Language Teachers (CASLT)
- Former teacher of elementary and secondary FSL and Adult English as a second language
- Former sessional lecturer, University of Regina
- Author of curriculum guides and contributor of Intensive French: Interprovincial Teaching Guide
Wendy Carr, Ed.D.
- Co-author, Échos 1-3, Effective Literacy Practices in FSL: Making Connections and Visages 1
- Coordinator of the French Teacher Education Program and instructor in pre-service and graduate FSL education programs, University of British Columbia
- Former elementary FSL teacher, Coquitlam School District, British Columbia
- Intensive French Consultant and researcher, British Columbia
- Past President, British Columbia Association of Teachers of Modern Languages (BCATML)
- Member of the Board of Directors, Canadian Association of Second Language Teachers (CASLT)
- Creator of second languages education website - mmecarr.ca
Cynthia Lewis, Ph.D.
- Co-author, Échos 1-3, Effective Literacy Practices in FSL: Making Connections and Voyages 1-2
- National Education Consultant and Researcher
- Member of the Board of Directors, Canadian Association of Second Language Teachers (CASLT)
- Former Assistant Superintendent, Director of Instruction, and Principal, Surrey School District #36, British Columbia
- Adjunct Professor, Simon Fraser University, British Columbia
Michael Salvatori, Ph.D.
- Co-author, Échos 1-3, Effective Literacy Practices in FSL: Making Connections, Sans frontières, À la page 1-2, On y va! 1-2, Ça marche! 2, Nouvelles frontières 11e-12e and Quoi de neuf?
- Registrar and Chief Executive Officer, The Council of the Ontario College of Teachers
- Former Assistant Professor, Department of French Studies and the Faculty of Education, Glendon College, York University
- Former elementary and secondary Core French and Immersion Teacher, Principal and FSL Consultant, London District Catholic School Board
Miles Turnbull, Ph.D.
- Co-author, Échos 1-3 and Effective Literacy Practices in FSL: Making Connections
- Associate Professor, Faculty of Education, University of Prince Edward Island (Pre-service program, French as a second language and graduate program in leadership and learning)
- Former Assistant Professor, Modern Language Centre, Ontario Institute for Studies in Education (OISE), University of Toronto
- Past president, Canadian Association of Second Language Teachers (CASLT)
- Former Virtual Scholar in Residence for Official Languages, Social Sciences Research Council of Canada and Canadian Heritage
Callie Mady, Ph.D.
- Co-author, Échos 1-3, and Advisor, Effective Literacy Practices in FSL: Making Connections and Quoi de neuf?
- Assistant Professor of FSL methodology and junior/intermediate methodology, Faculty of Education, Nipissing University
- Former instructor of FSL methodology, Ontario Institute for Studies in Education (OISE), University of Toronto, Brock University and University of Western Ontario
- Former teacher of elementary and secondary FSL, Spanish, ESL, and Cooperative Education; International Languages Resource Teacher
- Co-author of the Ontario Ministry's Grades 9 and 10 Course Profiles and the Grades 9 and 10 Independent French courses
- Reviewer of the Ontario Ministry of Education FSL distance education courses
Book Descriptions
Échos Pro 1, 2, and 3
Échos Pro combines comprehensive teaching support and professional development, easy-to-use yet powerful technology solutions, and an impressive collection of fun, diverse, high-interest, and linguistically accessible classroom texts—all integrated into a complete core program.
Échos Pro helps teachers and students meet curriculum expectations by
- starting with purposeful oral communication as a basis for developing skill in all areas of language learning
- utilizing the Gradual Release of Responsibility in order to support and scaffold students’ language use and development
- providing opportunities for cultural and intercultural learning
- featuring engaging texts, themes, and lessons
- offering extensive professional learning and support
- employing an action-oriented approach and aligning with the principles of the CEFR in a number of important ways
Each level of Échos Pro includes a Professional Bundle and 5 Student Modules:
Professional Bundle Contents
1. ProGuide Kit
- Program Overview
- Step-by-step Teacher Guides for all 5 modules
- Digital access to Teacher eGuide, corresponding Echos Pro student modules and Echos books (3 year license for 1 teacher that includes teaching notes, line masters, songs, audio and video)
2. Access to CLE
- The Professional Bundle includes a 3-year license providing 24/7 access to CLE, the exciting digital component to Échos Pro.
- CLE contains all of the Teacher and Student material for Échos Pro in digital format and allows teachers and students to interact online and to search, create, and share content.
- With CLE Teachers get their own personal CLE account and the right to set up an unlimited number of student accounts. Student accounts are attached to the Teacher’s account so the teacher can interact with students individually, in groups, in classes and with all classes across grades.
- Students can save work in a digital portfolio and keep the portfolio from year-to-year for a digital archive of their progress
Échos Pro Student Modules
The Student Modules in Échos Pro provide
- fun themes and tasks that are connected to Students’ lives and interests
- authentic contexts and functional language development
- a variety of text types, formats, and levels
- vibrant, visual graphics and content designed to capture and hold students’ attention.
Échos Pro 1, 2, and 3
This FSL classroom literacy resource is a collection of aural, visual, and written texts that are engaging, linguistically accessible and cognitively challenging.
For teachers, it activates the professional learning foundation of Effective Literacy Practices in FSL: Making Connections.
For students, it clearly and consistently helps them develop language and comprehension strategies as they explore, practice and reflect.
Échos 1-3 features:
- Durable and easy-to-carry packaging - a large, waterproof, two-pocket vinyl carrying case to store and transport the components
- Effective instructional approaches - written by practicing educators across Canada that connect instruction, differentiation and assessment
- The opportunity to purchase a core resource in stages - you can purchase Échos as a stand-alone literacy resource or as a component of a core resource.
For a walkthrough of échos, join Michel as he describes the resource.
Echos Literacy Support
Echos Literacy Overview & Support
Overview
For a complete look at Échos, download the following pages from the front of the Teacher’s Guide:
- Guiding Principles (PDF 142 KB)
- Components (PDF 38 KB)
- Text Type/Theme and Levels (PDF 131 KB)
Support
The Gradual Release of Responsibility Model
Also known as scaffolding, this model allows teachers to gradually release responsibility to students through the use of modelling, shared practice, guided practice, and independent practice. It applies to all aspects of teaching Échos: Oral Language, Comprehension Strategies, Shared Reading, Language Exploration, and Response to Text.
See how the Gradual Release of Responsibility Model (PDF 208 KB) provides the scaffolding students need to develop each skill.
Comprehension Strategies
Échos introduces and reinforces eight useful strategies in a progressive manner over the course of the three levels of this resource. The lesson plans for each text help to bring one strategy to a conscious level, so that students are aware of how the strategy helps them understand text. Students become familiar and comfortable with this strategy as teachers encourage them to reuse it in subsequent texts.
See all 8 Comprehension Strategies (PDF 200 KB).
Shared Reading
This resource provides teachers modelling, questioning, and a variety of oral reading techniques to engage students with a text such as:
- Audio-assisted reading
- Chime-in reading
- Choral reading
- Cumulative reading
- Echo reading
- Readers Theatre
- Shadow reading
See the Steps of Shared Reading (PDF 99 KB).
Assessment and Differentiation
Both literacy and curricular-based learning expectations are provided in each lesson sequence. Also, differentiated instruction is embedded in every lesson in order to easily address the needs of all learners.
See an example in this Lesson at a Glance (PDF 228 KB).
Response to Text
Échos offers students the opportunity to demonstrate comprehension of a text by connecting new knowledge to prior knowledge, and by transforming information in a new form using various modes, such as speaking, writing, and representing.
See an example of Preparing a Response to Text (PDF 208 KB).
PD Corner
This margin feature provides embedded professional learning through the Teacher’s Guide.
See this complete Lesson Plan (PDF 450 KB) for Lesson 1 to see how.
Teacher Guide CD-ROM
The Teacher's Guide includes a CD-ROM which contains line masters in modifiable format and a bank of images from the visual dictionary.
Echos Pro and the CEFR
Need to learn about the CEFR?
One more reason to Be an Échos Pro!
Échos Pro is a unique resource because it combines professional learning and teacher training on the CEFR (Common European Framework of Reference) with classroom resources and practical pedagogy aligned to the principles of the CEFR.
COMMON EUROPEAN FRAMEWORK OF REFERENCE |
ÉCHOS / ÉCHOS PRO |
|---|---|
| action-oriented approach | action-oriented, purposeful tasks |
| learners work together on tasks | |
| texts provide a focus for language learning | a variety of print, audio, graphic, multi-media, electronic texts |
| communication strategies support language learning | comprehension, production, metacognitive and cooperative |
| integration of cultural and intercultural understandings | integration of cultural and intercultural learning |
| use of positive Can Do descriptors | Je peux learning goals and reflection/assessmentcues |
Inspiring Teachers
Échos Proprovides professional learning on the CEFR to introduce the framework, develop and improve teachers' understanding of the framework, and help teachers make use of the CEFR to achieve their classroom objectives.
Motivating Students
Échos Pro adds to professional learning on the CEFR by providing an entire core program of classroom materials and pedagogy that align with the CEFR and its principles:
- In each Échos Pro module, learners reflect and are assessed on "Je peux/ I can" statements based on language proficiencies and the use of strategies
- In each Échos Pro module, learning goals are expressed in "I" statements.
- With CLE, the digital component of Échos Pro, Students and teachers can create, save, and share digital versions of their language portfolios year-over-year to help learners become more conscious of their language learning and to encourage them to monitor their own progress.
The Échos Pro Language Chart provides a comprehensive view of how all tasks, texts, strategies, je peux statements, and communication goals in Échos Pro are all aligned with CEFR principles and proficiencies.
1. Q: What is the difference between the original and revised 2022 student editions?
A: All of the student modules have been reviewed through a DE&I perspective. As a result, several images/photos have been replaced. A few small portions of text were also changed. See the below chart for a list of changes.
Echos Pro 1
| Module 1 | Module 2 | Module 3 | Module 4 | Module 5 | |
| Photo(s) | ✓ | ✓ | ✓ | ✓ | |
| Phrase(s) | ✓ | ✓ | ✓ |
Echos Pro 2
| Module 1 | Module 2 | Module 3 | Module 4 | Module 5 | |
| Photo(s) | ✓ | ✓ | ✓ | ||
| Phrase(s) | ✓ | ✓ | ✓ | ✓ |
Echos Pro 3
| Module 1 | Module 2 | Module 3 | Module 4 | Module 5 | |
| Photo(s) | ✓ | ✓ | |||
| Phrase(s) | ✓ | ✓ | ✓ |
Echos Literacy FAQ's
- Literacy is an important focus in my school. How will effective literacy practices in FSL: making connections help me contribute to my school objectives?
- What are some literacy concepts I'll learn about?
- Isn't oral language the focus of FSL programming?
- There is a lot of information in effective literacy practices in FSL: making connections; what is the timeframe for implementation?
- Can I use effective literacy practices in FSL: making connections with my existing FSL resources?
- How can my students benefit from using literacy tools and strategies in FSL?
- The biggest challenge I face in my class is assessment and reporting. How can effective literacy practices in FSL: making connections help me with this?
- I hear so much about shared and guided practice; is this addressed in effective literacy practices in FSL: making connections?
- My school has a large ESL population; how will effective literacy practices in FSL: making connections help these students in FSL?
- How will effective literacy practices in FSL: making connections help me participate in a Professional Learning Community with other FSL teachers?
- Why do I need the Professional e-Book DVD-ROM if I have the Professional Resource Book?
- What is Pearson developing to support the literacy concepts and strategies found in effective literacy practices in FSL: making connections?
- What are the system requirements for the e-book DVD?
- What kind of technical support do you have?
1. Q: Literacy is an important focus in my school. How will effective literacy practices in FSL: making connections help me contribute to my school objectives?
A: In order for effective literacy practices to have the most impact on student learning, they should be embedded in all content areas. Integrating a literacy focus in French as a Second language constitutes added value for students' overall education. Pearson's new resource, effective literacy practices in FSL: making connections, provides French as Second Language teachers with the language they need to identify and describe their contribution to the literacy goals in a school or district. This resource helps FSL teachers explain to other teachers, administrators and parents the seamless integration of literacy and French as a second language instruction.
2. Q: What are some literacy concepts I'll learn about?
A: "[Effective literacy practices in FSL: making connections] breaks new ground in highlighting how FSL teachers can help students harness the conceptual knowledge and literacy strategies they already possess in first or additional languages for purposes of expanding their knowledge of French…The five Big Ideas that form the foundation of effective literacy practices in FSL: making connections explain how to engage and motivate students and how to integrate oral and written language so that one modality reinforces the other. Concrete strategies are also provided on how to assess for learning and to differentiate instruction to address the needs of all learners." (Source: Foreword, pp. 8, 10)
3. Q: Isn't oral language the focus of FSL programming?
A: Absolutely! Effective literacy practices in FSL: making connections recognizes that oral language, or more importantly, purposeful oral language, gives students an opportunity to feel successful with their second language skills. Purposeful oral language is also at the very centre of literacy teaching and learning because it immediately and dynamically activates the strategies students use to anticipate, personalize, engage in and reflect on concepts being presented.
4. Q: There is a lot of information in effective literacy practices in FSL: making connections; what is the timeframe for implementation?
A: The enduring impact of the professional learning in effective literacy practices in FSL: making connections is not meant to be accomplished in any given timeframe. Sustained professional learning in which teachers focus on the direct improvement of teaching and on understanding how students learn derives from a personal commitment based on readiness and time. Since each section of effective literacy practices in FSL: making connections ends with a Professional Learning Survey, there is an opportunity for you to reflect on your understanding of the concepts presented and to determine your readiness to continue on with new concepts.
Another factor in determining the timeframe is the way you will use effective literacy practices in FSL: making connections: in a professional learning community, in self-directed learning or as an action-research project. Each of these is explained on pages 12-15 of the resource.
5. Q: Can I use effective literacy practices in FSL: making connections with my existing FSL resources?
A: Since effective literacy practices in FSL: making connections is a professional learning resource, its aim is to provide the foundation from which you can program for effective literacy practices in an FSL setting. A variety of chosen texts, be they written, aural, visual, or electronic will motivate students to explore the connections between French and other content areas. The important question when choosing text is not "What will I use?" but rather "How will I use it?" The answer lies in how you will encourage students to connect to the literacy tools and strategies they use in FSL and other content areas.
6. Q: How can my students benefit from using literacy tools and strategies in FSL?
A: Connecting to students' prior knowledge of literacy strategies from English and/or other languages is a key element to engaging and motivating students to speak French. The higher the level of student engagement and motivation, the more likely it is they will not only retain what has been taught but they will also take risks with the language in situations that require higher level thinking skills. Given students' limited vocabulary base and the time constraints in which FSL is generally taught it becomes even more important to activate literacy strategies in order to maximize the students' French experience.
7. Q: The biggest challenge I face in my class is assessment and reporting. How can effective literacy practices in FSL: making connections help me with this?
A: Time constraints and students' limited vocabulary may make assessment for learning and differentiation seem like daunting tasks. What you'll discover in effective literacy practices in FSL: making connections are practical planning suggestions in the before, during and after stages of text exploration that help you meet the diverse needs of your students yet provide setting consistent goals for all learners.
8. Q: I hear so much about shared and guided practice; is this addressed in effective literacy practices in FSL: making connections?
A: Shared and guided practice are two important steps in the Gradual Release of Responsibility framework. They scaffold the bridge between modelled practice in which the students watch and listen to the teacher and independent practice in which the students work independently to adapt the teacher's model. The Gradual Release of Responsibility is represented in the following model, taken from effective literacy practices in FSL: making connections: [FAQ_Fig6_pg38.jpg]
9. Q: My school has a large ESL population; how will effective literacy practices in FSL: making connections help these students in FSL?
A: Research indicates that 24% of students in Canada do not speak English or French as a first language. Students whose first language is not English often have an advantage learning French because they have had to rely of literacy strategies such as asking questions, monitoring and repairing comprehension, making connections to prior knowledge, etc. Callie Mady reports that ESL students are often more motivated to speak French than their English counterparts. See more about motivating and engaging students in Big Idea 1 of effective literacy practices in FSL: making connections.
10. Q: How will effective literacy practices in FSL: making connections help me participate in a Professional Learning Community with other FSL teachers?
A: Professional learning communities can exist in a variety of settings within a school, board or content area group. FSL teachers who work together using effective literacy practices in FSL: making connections will be able to plan, deliver, and reflect on their practice in order to continuously consider ways to advance and enhance student learning. To help facilitate the discussion, the Glossary of the Professional Resource Book provides teachers with literacy terms in both English and French. To help teachers contextualize and become familiar the literacy terms, the Professional e-Book DVD provides a pop-up definition of literacy terms within the body of the text as well as an audio version of both the English and French literacy terms in the Glossary.
11. Q: Why do I need the Professional e-Book DVD-ROM if I have the Professional Resource Book?
A: While the Professional Resource Book offers you current research, practical suggestions and opportunities to reflect upon your teaching, the Professional e-Book DVD provides even more:
- An electronic version of the professional resource book with pop-ups of practical tips, activities and literacy definitions.
- All of the literacy tools and strategies found in the Professional Resource Book situated in real Canadian FSL classes within the gradual release of responsibility framework. The numerous video-clips illustrate teachers explicitly using literacy tools and strategies.
- Video-clips of teachers, students, and administrators reflecting on teaching and learning.
- Leading FSL educators as they discuss their insights and perspectives on current research and effective practices in FSL teaching.
- Modifiable professional learning surveys and Blackline Masters.
12. Q: What is Pearson developing to support the literacy concepts and strategies found in effective literacy practices in FSL: making connections?
A: Effective professional learning that activates research is only part of the picture. Although sustained professional learning will help to bring about a change in practice, quality resources that provide a focus on effective practice around literacy tools and strategies are also necessary to put theory into action. Pearson is publishing engaging supplementary literacy resources designed specifically for French as a Second language that will be age-appropriate, varied and respond to your needs to differentiate for and assess your students. It's important to consider how supplementary resources will support literacy goals and to examine choices for supplementary resources with this in mind. Pearson's resources are worth the wait because they will offer a direct link to effective literacy practices in FSL.
13. Q: What are the system requirements for the e-book DVD?
A: Operating Systems
Windows: Windows 2000, Windows XP
Mac OS: Mac OS X 10.4 or higher
System Requirements
- IBM Compatible: AMD or Intel 2.0 GHz CPU, 256 MB RAM, 10 MB hard drive space
- Mac OS: PowerPC 1.5 GHz, G3, 256 MB RAM, 10 MB hard drive space
- SVGA monitor displaying 16 bit (thousands of colours) or higher
- DVD ROM
- Mouse
- Keyboard
- Speakers
Software
- Microsoft Word 2000 or Higher
- Web browser (Windows): Either Microsoft Internet Explorer 5.x, Firefox 1.x, or Netscape 7.x and above
- Web browser (OSX): Either Microsoft Internet Explorer 5.x, Firefox 1.x, Netscape 7.x and above, or Safari 1.x and above
*Note: This product may run on computers that don't meet the recommended requirements, but performance may be slow or unstable.
14. Q: What kind of technical support do you have?
A: If you have questions or need technical assistance, please visit Pearson Customer Technical Support, email, or call 1-800-677-6337. The Product Support Department phone hours are: Monday-Friday 8:00am-8:00pm and Sunday 5:00pm-12:00am.(EST).
Our technical support staff will need certain details about your system to effectively assist you. If possible, you should be at your computer when you call for support. You should have the following information ready:
- Product title, ISBN, and publisher
- Operating system (e.g., Win 2000, Win XP, Mac OS X)
- RAM (memory) configuration
- Hard disk space available
- A detailed description of the problem, including exact wording of any error messages
Virtual Samples
Correlations
How can I buy?
Purchase by Phone
Contact customer service at
1 (800) 361-6128
