The present paper is based on a research which aims to describe and understand the uses and development of the teacher's tools (Rabardel, 1997) for teaching the comprehension of "multimodal" texts (Kress & Van Leeuwen, 2001; Lacelle & alii, 2015). We take into account two variables: text genres (children's album and digital documentary texts) (Schneuwly, 1998) and progression between grade levels (transition from last degree of cycle 1 to first degree cycle 2 – students about 9-10 years old; and from cycle 2 to cycle 3 – students about 12-13) (Dumortier & alii, 2012). We will focus our attention on digital documentary text (in this case the article "spelling" in children's encyclopedia Vikidia). Such texts are read in school in many disciplines and is massively consulted by children (Rouet, 2012). In the absence of adequate "cognitive instructions" (Bonnéry, 2015), this kind of text creates new difficulties, rather than facilitating their teaching. Our research follows a design based research paradigm (DBR, 2003). In this paper, we will report on the analyses of the first tests (12 classes of the four school levels mentioned above) of a prototypical teaching sequence for the above mentioned text, developed in collaboration with the teachers (Morrissette & Desgagné, 2009). These teachers were chosen according to diversity of their profile. A collaboration contract was signed with them. Two preparatory sessions followed by an individual post interview accompanied them. The teachers filmed their teaching sessions and filled in an "activity folder" on a digital platform, including the students' copies, the teaching aids used and a brief description of the prescribed tasks. Through the analysis of these first implementations, on the basis of transcriptions and a synopsis of their teaching sequence) we will test the robustness of the prototype: how is it used by the teachers? What are the transformations they introduced: tasks and their wording, context given for the tasks, structure of the sequence, length? Which invariants can be identified and considered as fundamental principles for an efficient and reasoned teaching of digital documentary texts? It is expected that the results of this research – we have already similar for prototypical sequences of narrative text (children's album) – will highlight significant modifications of the teacher's instrument, both because of the generic specificity of the objects taught (breakdown, contents, tasks), as well as at the level of curricular alignment over the course of the schooling.

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