¨re-année.docx · web vieweach day your child will be receiving a new word or words to add to...
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La vie en 1ère année d’immersion
Toi aussi, tu peux survivre ET réussir!
Olga Grcevic DSBNLe 23 mars, 2013
Daily Home Reading Programme
O. Grcevic 2013 DSBN
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This is our daily home reading duotang. There are two parts to this programme. At the beginning of each week, we will add the “comptine de la semaine” (poem or rhyme of the week). We will be working on this all week long and by Friday your child should be able to recite the poem (at least by the end of October ). I would like you to listen to your child “read” the comptine de la semaine as we are learning it in class. It will usually be mastered by week’s end. With each passing week, please go back and review the comptines from the previous weeks with your child. You just have to listen. Don’t worry about pronunciation.
Each day your child will be receiving a new word or words to add to this bank of “words we can read”. We will practise reading the words and add new words each day in class and therefore it is important that the duotang be returned to school each day. Please take the time to read the words each night to build reading fluency. As the year progresses, we will move from reading basic sight words to familiar sentence structures and a variety of books.
This is going to be an exciting, successful journey that we are all taking together. Your continued support is so greatly appreciated.
We hope you enjoy this time reading in French together.
Mme Grcevic
1st week Grade 1 French Immersion
The first week of school our class covered:-alphabet-days of the week--colours
O. Grcevic 2013 DSBN
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-weather-calendar16 sight words (sent home to practice)-book binsHow to read to self (daily 5)Just fit books lesson with shoes(daily 5)3 ways to read a book-retelling (in English) of a French book reading the pictures only-looking for our sight words in French picture booksPuppets to speak FrenchHats to only speak English when wearingBonjour-au revoirNelson started –first two lessons using big chartsStarted the first poem and sound (i) of Brille Chenille (like jolly phonics)Comptine #1 –learned a poem (sent home to practice ) complete with actions with theme of school and apples (made an apple book end on Friday to go with theme)-using AIM actions for vocabJournal “writing”-copying new sight words and illustratingAlphabet bingo3 math lessons –sorting, classifying using group work and gallery walk-meaning of 1through 6, writing the numbersScience –night/day –changes, cycle difference –two lessonsParts of bodyPlay time each day for 30 minutesCraft timePlaying outsideRules of the class, rules of school (social studies –used Nelson chart)Routines in class (Donne –Moi 5 rules for listening,)Expectations for behaviour-graduated system with clipsRed/yellow/green system for effort and “Puissance des poisons” rewards –power of the goldfish –goldfish crackers as rewards for effort (or silly bands for those who can’t or don’t want crackers)
O. Grcevic 2013 DSBN
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We’re establishing routines, learning to share and trying to do it in as much French as possible. Overall, a pretty good week!
2nd week French Immersion grade one
15 more sight wordsAlphabet, days of week, months of yearCalendarCounting to 20 Bingo game of sight words, syllables, and another one for alphabetBrille la chenille sounds I and a and e and combining, telling the differenceUsing the classroom to find the sound I then the sound aUsing our names to point out similarities, beginning soundsSocial studies -Rules of the class rules at home Dance –musicMath – sorting, classifying, rules, sequences, rules. “test” using manipulatives every day in groups, partners and then aloneUnit one is completed and assessed by week’s endWorking with words –white out boards one day, then pockets and letters to spell then magnet lettersJournal j’aime…. Using wordsContinuing to build stamina with book binsCa va? Starting feelingsMath pages..Rouge livre…wrote it, practice itReading groups based on sight word inventory in English..start with the simple books“Read” our livre de rouge with grade 7/8 class then showed them all the word we can already recognize in booksLetter recognition..dicteesBingo with words. Alphabet sounds in French –syllables….Continue with nelson…Start independent work
O. Grcevic 2013 DSBN
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Science – cycle of the day..picture of activity for each…- Moon, sun, earth’s rotation on axis with flashlight and balls as examples…Start with seasons…..Prepositions song….Routines of morning…Hompte dompte for this week’s comptinePartners..puppets…Terry fox…Working on reversals of letters and numbers….Smartboard Nelson activityShowed them song vidoes on smartboardI spy..Simon dit…O Canada in French…Recognizing the sound of the letters of the alphabet, not just the name for each letterUsing puppets and plays to practise what we can say already
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Refait le travail
Décoder la casse-tête
Juger le mieux ou la meilleure
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Travailler aux
DétailsPrésenter aux
détails
Analyzer le travail
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Les Habitudes
de Travailler et
d’Apprendre
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Initiative 1. Prends des risques
2. Fait ton travail
3. écouter
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4. Suit les règles
Collaboration
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1. Sois Gentil
2. Aides les autres
3. Partage 4. Prends ton tour
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5. Parle bien aux autres
en classe
Responsabilité
1. écoute
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2. Suit les règles
3. Sois gentil 4. Garde tes choses
propre
5. Aide les autres
O. Grcevic 2013 DSBN
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Organization
1. Ranger
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2. Agenda 3. Garde tes choses
propre
4. Change tes souliers
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Autonomi
e 1.Travail toute seule
2. A l’heure
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3.Ecouter 4. Sois pas dérangé
5.Suit les règles
O. Grcevic 2013 DSBN
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Autorégulati
on 1. Demande de l’aide
2. Place des défies
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3.Jamais arrêter d’essayer
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C’est une bonne journée! Je suis les règles.
O. Grcevic 2013 DSBN
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Avertissement 5 min. perdu 10 min. perduO. Grcevic 2013 DSBN
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pas de récréation visiter Mme SladeAujourd'hui je
suis les règles.
O. Grcevic 2013 DSBN
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DONNE-MOI
5!
1. Jécoute
O. Grcevic 2013 DSBN
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2. Je regarde.
3. Je ferme la
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bouche.
4. Je m’asseois sur les
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fesses.
5. Je place les mains aux
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genoux.
Je pense toujours avec mon coeur.O. Grcevic 2013 DSBN
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Je parle à mon tour.
J’écoute avec mon O. Grcevic 2013 DSBN
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coeur.
Je travaille toute seule.
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Coin d`écoute
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Coin d`écriture
Coin de mots
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Coin de
maths Coin de marionettes
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Coin de
lectureJe lis tout seule.
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J’écoute la lecture.Je lis avec des amis.
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Je travaille avec les
mots. Je travaille avec O. Grcevic 2013 DSBN
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l`écriture.
Je travaille avec les maths. Les traits de Non-fiction
1. Read lots of non-fiction books –discuss their features casually.2. As the days progress, begin to question the students about key vocab concerning the specific
traits found in non-fiction as opposed to fiction.3. Do the cut and paste booklet individually.
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4. Play the game where I read a non-fiction and they show me the trait they see from the book using their booklet. Qu’est-ce que c’est?..C’est l’indexe. Etc.
5. Begin to model uses for these traits as the above activities are going on – why is this helpful? How does this help me?
6. Have them choose several books on animal of their choosing –English is fine, French is good.7. As a class, discuss what we are looking for in a book to help us research (the traits of non-
fiction).8. As a class, make a chart on what kinds of information we are looking for on our topic (the
animal)9. Together, discuss the icons and the advantages of using them. (we can’t write in English)(easily
visible, meaning understood, help to keep it simple)10. Discuss how you can “read” a non-fiction text using the traits even though you can’t read the
words.11. Give them sticky notes and have them go through their books, “reading”, researching and
attacing the sticky notes and drawing the con depicting what that page is telling them.12. Begin to organize each sticky note. With the help of a grade 7/8 helper, look at each page, listen
tow hat it has to say and decide on key points /one sentence/phrase to write on the back of that sticky note.
13. As each sticky note is completed, move it over to the inside of the file folder.14. Once the student is done, have them sort their sticky notes and organize by topic.15. With the help of an older reader, begin to collate the information and write simple facts in
French or English depending on who is helping.16. With the help of coop and/or teacher, put each fact into French.17. With the help of grade 7/8’s, begin to type the information on computer.18. Get colour images to match each fact. Make sure the source of each image is identified
immediately below it.19. Add the titles and authors of the books the student originally used at bottom of project.20. Each child will “present” their animal project to the c lass.
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Quoi?/Je décris mon animal
Qu’est-ce qu’il mange?
Qui sont ses ennemis?
Où est-ce qu’il habite?
Des faits intéressants
Qu’est-ce qu’il mange?/
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Qui est-ce qu’il attaque? _________________ Mon livre de recherche___________________________
________ ________
________ ________
_________ ________
________ ________
_________ _________
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________ ________
________ ________
________ ________
________ ________
________ ________
_________ ________
_________ _________
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_________ ________
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Mon animal __________________ Nom __________________
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Son apparence Où habite-t-il?
Sa cycle de vie Comment soigner..
Des faits intéressants Ses ennemies
Livre ______________________________________
_____________________________ par ____________________
Un _______________ est ______________________.
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Un _______________ a _______________________,________________ et ________________________.Un ________________mange __________________,___________________ et ____________________.
Information trouvé: _____________________________Les livres Non-Fiction - Les textes informatifsUn texte de non-fiction a:Les légendesUne table de matièresL’indexLes étiquettesO. Grcevic 2013 DSBN
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les sous-titresles tableauxles rubriquesLes titresLes graphiquesLes lettres spécialesLes photographesLes illustrationsLes cartesLes faits intéressants
1Un texte de non-fiction a:
__________________________
6Une text de non-fiction a:
____________________
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7Un texte de non-fiction a:
__________________________
Les livres Non-Fiction
Les textes informatifs
par _________________
5Un texte de non-fiction a:
2Un texte de non-fiction a:
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3Un texte de non-fiction a:
4eUn texte de non-fiction a:
Une Table de matières
Les graphiques
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Les légendes
L’index
Les etiquettes
les tableaux
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les titres
Les photographes
Les illustrations
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Les cartes
Photograph by Donald Miralle
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caractères grasExplore Canada and the world.The Canadian Atlas Online - animated thunderstorms, stunning slide shows, games, lesson plans and more.
A developing world and Canada and the world - interactive world maps. Off the map ! - check out some of the funniest and most unusual place names across the country
les sous-titres
Tic tac son:
moi tu pointmot mot
Marelle de sons:
moi tu pointmot mot
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Dé de sons:
moi tu pointmot mot
Jeu de sons:
moi tu pointmot mot
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1. Vocab for the week 6 people in total etudes de motsa) Use in sentence=folle? Write in journal have model there I
page for a b and c ..b) Scrambled letters make them shamrock write them downc) Scrambled syllables write them downd) Find a ryming word for each va..ien a one page…e) List the son… oi ans ien a au maison for each..mini -4 per
side…..f)
àauJ’aimeIl vabiendansElle amoi
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Mots mélangés
_______
________
________
________
______
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_______
_____ ____
____ _______
Syllabes melangés
M v en a à
A bi da ns J’ai
u i el
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A me le l oi
Trouve les mots qui riment…
Au
À
J’aime bien
Dans
Elle
Moi
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Les maisons de sons
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______________ _______________
_____________ _______________
____________ ________________
____________ _________________
______________ ______________
_____________ _______________
____________ ________________
____________ _________________
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0 1 2 3 4 5 6
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J’ai perdu mon ________________
par ______________________
J’ai perdu mon _____________________. Je suis triste.
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Il est ____________________ et _______________________.
Il est ______________________ et ________________________.
Il est ______________________________________________.
Il s’appelle ________________________________________.
Voici ton ______________________.
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Il est _______________ et ____________________.
Ce n’est pas mon _________________.
C’est un ____________.
Voici ton ______________________.
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Il est _______________ et ____________________.
Ce n’est pas mon _________________.
C’est un ____________.
Voici ton ______________________.
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Il est _______________ et ____________________.
Ce n’est pas mon _________________.
C’est un ____________.
Voici ton ______________________.
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Il est _______________ et ____________________.
Ce n’est pas mon _________________.
C’est un ____________.
Voici ton ______________________.
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Il est _______________ et ____________________.
Ce n’est pas mon _________________.
C’est un ____________.
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Ah! Voici mon ______________.
Il était caché ________ mon ______________.
Je suis très content.
La Fin
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