… · Web viewLa vie en 1ère année d’immersion. Toi. aussi,

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

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


-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)


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


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


Refait le travail

Décoder la casse-tête

Juger le mieux ou la meilleure


Travailler aux

DétailsPrésenter aux

détails

Analyzer le travail


Les Habitudes

de Travailler et

d’Apprendre


Initiative 1. Prends des risques

2. Fait ton travail

3. écouter


4. Suit les règles

Collaboration


1. Sois Gentil

2. Aides les autres

3. Partage 4. Prends ton tour


5. Parle bien aux autres

en classe

Responsabilité

1. écoute


2. Suit les règles

3. Sois gentil 4. Garde tes choses

propre

5. Aide les autres


Organization

1. Ranger


2. Agenda 3. Garde tes choses

propre

4. Change tes souliers


Autonomi

e 1.Travail toute seule

2. A l’heure


3.Ecouter 4. Sois pas dérangé

5.Suit les règles


Autorégulati

on 1. Demande de l’aide

2. Place des défies


3.Jamais arrêter d’essayer


C’est une bonne journée! Je suis les règles.


Avertissement 5 min. perdu 10 min. perduO. Grcevic 2013 DSBN

pas de récréation visiter Mme SladeAujourd'hui je

suis les règles.


DONNE-MOI

5!

1. Jécoute


2. Je regarde.

3. Je ferme la


bouche.

4. Je m’asseois sur les


fesses.

5. Je place les mains aux


genoux.

Je pense toujours avec mon coeur.O. Grcevic 2013 DSBN

Je parle à mon tour.

J’écoute avec mon O. Grcevic 2013 DSBN

coeur.

Je travaille toute seule.


Coin d`écoute


Coin d`écriture

Coin de mots


Coin de

maths Coin de marionettes


Coin de

lectureJe lis tout seule.


J’écoute la lecture.Je lis avec des amis.


Je travaille avec les

mots. Je travaille avec O. Grcevic 2013 DSBN

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.


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.


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?/


Qui est-ce qu’il attaque? _________________ Mon livre de recherche___________________________

________ ________

________ ________

_________ ________

________ ________

_________ _________


________ ________

________ ________

________ ________

________ ________

________ ________

_________ ________

_________ _________


_________ ________


Mon animal __________________ Nom __________________


Son apparence Où habite-t-il?

Sa cycle de vie Comment soigner..

Des faits intéressants Ses ennemies

Livre ______________________________________

_____________________________ par ____________________

Un _______________ est ______________________.


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

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:

____________________



__________________________

Les livres Non-Fiction

Les textes informatifs

par _________________





4eUn texte de non-fiction a:

Une Table de matières

Les graphiques


Les légendes

L’index

Les etiquettes

les tableaux


les titres

Les photographes

Les illustrations


Les cartes

Photograph by Donald Miralle


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


Dé de sons:

moi tu pointmot mot

Jeu de sons:

moi tu pointmot mot


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


Mots mélangés

_______

________

________

________

______


_______

_____ ____

____ _______

Syllabes melangés

M v en a à

A bi da ns J’ai

u i el


A me le l oi

Trouve les mots qui riment…

Au

À

J’aime bien

Dans

Elle

Moi


Les maisons de sons



______________ _______________

_____________ _______________

____________ ________________

____________ _________________

______________ ______________

_____________ _______________

____________ ________________

____________ _________________

0 1 2 3 4 5 6


J’ai perdu mon ________________

par ______________________

J’ai perdu mon _____________________. Je suis triste.


Il est ____________________ et _______________________.

Il est ______________________ et ________________________.

Il est ______________________________________________.

Il s’appelle ________________________________________.

Voici ton ______________________.


Il est _______________ et ____________________.

Ce n’est pas mon _________________.

C’est un ____________.

Voici ton ______________________.


Il est _______________ et ____________________.

Ce n’est pas mon _________________.

C’est un ____________.


Ah! Voici mon ______________.

Il était caché ________ mon ______________.

Je suis très content.

La Fin


… · Web viewLa vie en 1ère année d’immersion. Toi. aussi,

Documents

Transcript of … · Web viewLa vie en 1ère année d’immersion. Toi. aussi,