Posted: May 9, 2020
Suggested daily activities for the week of Monday, May 11th 2020 (Week 6)
- Reading in French (15 minutes);
- Speaking or listening in French (10 minutes);
- Frequent Words / Sound of the week (10 minutes);
- Writing in French (10 minutes);
- Mathematics (15 minutes).
Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.
Continue reading in the same fashion as usual: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.
Speaking and writing:
(2nd week) - Help your child find the answers to the following questions, then have them practice saying and writing the questions and answers. You can easily practice each sentence for 2 days, or even more, before moving on to the next one to help learn and remember how to say these sentences:
- Quelle est ta date de naissance? (What is your birth date?)
Je suis né(e) le ___________________. (I was born on the ______________.)
- À quel âge as-tu eu ta première dent? (At what age did you get your first tooth?)
J’ai eu ma première dent à l’âge de _____ans/mois. (I got my first tooth at the age of ________.)
- À quel âge as-tu perdu ta première dent? (At what age did you lose your first tooth?)
J’ai perdu ma première dent à l’âge de ______ ans. (I lost my first tooth at the age of ________.)
Je n’ai pas encore perdu de dent. (I have not yet lost a tooth.)
- À quel âge as-tu dit ton premier mot? (At what age did you say your first word?)
J’ai dit mon premier mot à l’âge de ______ ans/mois. (I said my first word at the age of ______.)
- À quel âge as-tu commencé à marcher? (At what age did you start to walk?)
J’ai commencé à marcher à l’âge de ______ ans/mois. (I started to walk at the age of _______.)
- À quel âge as-tu commencé à manger seul? (At what age did you start eating on your own?)
J’ai commencé à manger seul à l’âge de _____ ans/mois. (I started to eat on my own at the age of ________.)
*If you are not comfortable speaking in French with your child and you do not have a public library card, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.
Frequent words: I will be posting a new “frequent words” video to present 3 new words this week. Instructions are the same as before:
“This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)”
New sound of the week: New sound of the week, same instructions as before:
“Listen to the video presenting the new sound. From there, in class we usually try to integrate the practice of this sound into our other practices. To do this at home, you can, for example, show your child the list of frequent words and ask your child to find which words have the new sound in them. You can also look for this sound in a book after you have finished reading. The idea is to focus on this sound (how it is written and how it sounds) so your child can become familiar with it.”
1. Review, as needed, all previous counting circles:
- Count from 0 to 100, forwards and backwards, in jumps of 2, 5 and 10;
- Count up to 100, in jumps of 10, forwards only, starting on a number between 1 and 9;
- Count from 1 to 99, forwards only, in jumps of 2.
2. Continue practicing additions and subtractions up to 100
*If necessary, practice additions and subtractions up to 18 before moving on to this.
I am giving an extra week to practice this as some student often need a bit of time to grasp this concept. Go at a pace that is appropriate for your child. You can also consider approaching this in different ways when you child is ready. For example:
a) Do additions and subtractions with the help of objects or images to help count;
b) Create a mathematical sentence and a written problem for a given solution. (In other words, you give the answer, they make up the problem.);
c) Instead of having a math. problem where you need to find the answer, instead have them find a missing number in the equation (Ex: ___ + 46 = 68) This week, please practice additions and subtractions with number no greater than 100.
Continue to refer to the videos for addition and subtraction strategies when necessary.
*At the start, I advise you to check your child’s work after each number. For now, I would advise against doing a large number of additions and correcting all of them at the end, as this may result in “practicing mistakes”.
3. Optional STEAM activities: If you wish, feel free to do any of the “STEAM” activities that are on the district’s “STEAM” website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire ). You just need to open the document for the week of your choice, choose the document intended for the French Immersion students (instructions are in English), find the K-2 section, and complete the assigned task(s).
That is all for this week. As always, if you would like feedback on the work you have done, send me a picture or a video of your work by e-mail and I will be happy to provide feedback. I am also available to offer help or to answer questions. You can contact me by e-mail at Daniel.firstname.lastname@example.org, or message me through ClassDojo.
As always, stay safe and have a good week!
Mr Daniel Godin